KINDERGARTEN 

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HILLYER 



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COPYRIGHT DEPOSrn 



KINDERGARTEN AT HOME 



1 



KINDERGARTEN 
AT HOME 



A KINDERGARTEN COURSE FOR THE 
INDIVIDUAL CHILD AT HOME 



BY 

V. M. HILLYER, A.B. 

Headmaster of Calvert School, Baltimore 



I 



mew J^orft 

THE BAKER & TAYLOR COMPANY 
PUBLISHERS 



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Copyright, 1911, by 
THE BAKER & TAYLOR COMPANY 

Published January, 1911 



C.CI.A2S0G80 



MY MOTHER 



CONTENTS 

PAGE 

Preface 9 

Introduction 13 

General Instructions 17 

General Method 23 

Daily Lessons, 1 to 120 . 27-121 

Lessons for Thanksgiving Time 122 

Lessons for Christmas Time 124< 

Lessons for Saint Valentine's Day 132 

Lessons for Washington's Birthday 135 

Lessons for Child's Birthday 139 

Undirected Work 142 

Appendix — Materials Necessary for the Course . . .151 



PREFACE 

A child who has reached the age of four or five 
seems to demand some kind of "busy work" and almost 
any makeshift is usually resorted to in order to provide 
occupation for him. More often than not, such occupa- 
tion takes the form of instruction in his A, B, C's, long 
before he is ready or fitted for it ; but, as Froebel says, 
"The A, B, C of things must precede the A, B, C of 
words," and the kindergarten exactly fills this need, 
providing instead of haphazard work and play, system- 
atic training of the child's powers and faculties * As 
the successful man is one who "does things," so also is the 
successful child one who "does things." 

Although there is no doubt of the great value of 
kindergarten training for every child, yet on account 
of the inaccessibility of good kindergartens in all but 
the largest cities, the difficulties in the way of sending 
small children out to school, the expense, etc., compara- 
tively few can avail themselves of the advantages and 
privileges that such a training affords. It is therefore 

* Popular expressions such as "powers and faculties," though not strictly 
psychological, have, for the sake of simplicity, been used throughout the 
book. 9 



PREFACE 

to bring the kindergarten to the child in his own home 
that the following pages are written. 

The task thus set is in some respects manifestly im- 
possible by the nature of the case, as the central idea 
of the kindergarten is social, not individual, and yet, in 
spite of this, many of the kindergarten activities by 
some adaptation and elimination can be made applicable 
even to a single child. The games and songs that take 
an important place in the kindergarten's activities, for 
the most part can only be employed successfully with a 
number of children and are therefore here omitted and, 
likewise, the "Mother-Play," for in sj)ite of its name it 
presupposes an appreciation of the symbolic which the 
average mother does not possess and being the most 
metaphysical of all the kindergarten activities, needs a 
teacher with a deep insight into Froebel's ideas to 
rightly interpret it. On the other hand, however, ma- 
ternal instinct may usually be relied upon to do the right 
thing where a method based on a philosophical system 
might go wrong. Nature, or evolution, or whatever 
it may be, has mercifully provided the means for ar- 
riving at its proper ends without a conscious method. 
Mother-Play, therefore, such as "Falling, Falling," 
"Birds in a Nest," "The Little Gardener," "The Knight 
and the Good Children," etc., finds its counterpart in 
the romping, cuddling and traditional finger plays like 
"Pat-a-cake," "Pease-porridge-hot," "This-little-pig- 

10 



PREFACE 

went-to-market," etc., which it is assumed most mothers 
know and employ without any conscious appreciation of 
their deeper significance. 

Though many kindergartners will consider it little 
short of sacrilege to tamper in any way with the in- 
spired teachings of their prophet, this attitude is cer- 
tainly mistaken, for there is no sense in depriving 
parents of half a loaf simply because they cannot have 
a whole. What the child loses, however, from lack 
of association with his fellows is in part at least offset 
by the compensating advantages which are found in 
the individual attention, interest and care which a single 
child receives. 

As a child so situated will hardly have more than a 
year of such work at best, the lessons are planned for 
the year preceding regular school work, that is, for a 
child five to six years of age, and the course is designed 
so that a minimum of special kindergarten apparatus 
will be required and the expense be moderate. 

A list of materials needed is given in the Appendix. 
The few special supplies that cannot be obtained about 
the home or locally may be secured from the kinder- 
garten houses mentioned. 



11 



/ 



INTRODUCTION 

It is not the purpose of this book to go into the theory 
and philosophy of the kindergarten as such information 
might be more embarrassing than helpful, yet in order 
that the parent may intelligently carry out the instruc- 
tions which are given in the following pages, a very 
brief explanation of kindergarten methods and princi- 
ples is first necessary. 

Possibly the two most characteristic words which give 
the key to the kindergarten idea are "Gifts and Occu- 
pations." Friedrich Froebel, the originator of the 
kindergarten, designed a progressive series of objects: — 
balls, blocks, tablets, sticks, etc.; which are called 
"gifts" from the fact that they are given the child for 
directed play and from which he is to obtain both con- 
crete and abstract ideas of form, color, motion, size, 
direction, number, etc. These ideas are to be gained 
by directed play with the "gifts" and by arranging them 
in various orders to represent concrete objects — "forms 
of life" as they are called — such as houses, bridges, cars, 
tables, soldiers, etc., and in abstract color and form 
designs — called "forms of knowledge" and "forms of 
beauty." The "occupations" are forms of constructive 

13 



INTRODUCTION 

work with different materials, — needle and thread, 
paper and paste, mats and strips, etc., with which the 
child is to make various concrete objects and abstract 
designs. In short, he is to be taught "to do things" and 
to "learn by doing." 

There are about ten gifts and as many occupations, 
though some kindergartners have added more; and the 
distinction between the two is not always clearly drawn. 
Strictly speaking, the gifts are those objects which do 
not lose their original form by use but may be employed 
over and over again, such as beads, blocks, rings, etc. 
The occupations, on the other hand, give to the material 
a fixed form, such as modeling, painting, weaving, etc. 
The gifts are arranged in the order — solids, surfaces, 
lines and points — from the whole to its parts (analyti- 
cal) ; the occupations in the reverse order — pricking, 
embroidery, paper cutting, modeling — from the parts to 
the whole (synthetical). Some of them, hoAvever, are 
not as practicable or valuable as others, esi3ecially in the 
hands of the untrained teacher, and hence are here well 
omitted, as they do not justify the expense of the special 
"apparatus" necessary. For instance, the first gift 
consists of half a dozen worsted balls of as many differ- 
ent colors suspended from a frame by colored strings. 
The chief ideas to be obtained from this gift are pro- 
vided for in the ball play which — unintelligent if you 
like — it may be safe to say every child has had, the ball 

14 



INTRODUCTION 

being the first, the simplest and the most universal toy 
of childhood. The second gift consists of three blocks 
— a sphere, cube and cylinder — and most of the lessons 
to be learned from these are gained in the lessons with 
the enlarged beads which are made in these shapes. 
The third, fourth, fifth and sixth gifts consist of dif- 
ferent shaped blocks for building, and the ordinary 
building blocks which almost every child possesses — 
heretical though it may be to say so — answer somewhat 
the same purpose. 



15 



GENERAL INSTRUCTIONS 

In all kindergarten work some fundamental princi- 
ples should be most carefully observed. These princi- 
ples should not be considered mere prefatory platitudes. 
They are the most vital things in kindergarten training 
and on whether they are observed or neglected depends 
the value of the course. If the mother accepts them 
passively and hastens on, if she does not take them deeply 
to heart, the child may come through the kindergarten 
course worse off than he entered, but that will not be 
the fault of the kindergarten, nor of the child, but the 
crime of the teacher in neglecting just what is here put 
first and distinctly labeled that there may be no mistake 
nor excuse for any. 

The kindergarten forms habits — habits of work and 
habits of mind. If the following principles are rigor- 
ously inculcated the habits will be good, if not they will 
be bad. It is obvious that no habits are better than bad 
ones, hence, better no kindergarten than a kindergarten 
in which these principles are not followed. 

1. Obedience: The child should be taught habits of 
obedience, instant and unquestioning. Don't listen to 

17 



GENERAL INSTRUCTIONS 

persuasion, argument nor excuses. Don't temporize, 
threaten nor repeat. 

2. Order: Each day he should set everything in 
order and put away each thing in its proper place after 
finishing. 

3. Neatness: He should keep all his work spotless. 
Clean hands are necessary. Smudged, soiled or crum- 
pled work should be done over. 

4. Accuracy: He should always be required to be 
as accurate and exact as the limitations of his age and 
skill will permit. If careless or slipshod work is ac- 
cepted, the teacher will get nothing else and it will grow 
worse. 

5. Industry: Not listless nor aimless activity. 

6. Concentration: 

" One thing at a time and that thing done well 
Is a very good rule as many can tell." 

The entrance of the cat, the fall of a book, the ring 
of the door-bell should not be allowed to distract his 
attention from the matter in hand. 

7. Investigation: The inquiring state of mind nat- 
ural to the child should not be discouraged, and the 
parent should not be too quick to assume that his spon- 
taneous flow of questions is all idle. When, however, he 
has asked a question, he should be made to answer it him- 
self, if by a suggested train of thought he can be led to 

18 



GENERAL INSTRUCTIONS 

do so, or to wait for and understand the answer if given 
him. 

8. Originahty, Invention, Imagination : Imitation is 
the natural first stage but a "copy-cat" he should not 
remain. The kindergarten child who said enthusiasti- 
cally that his head was "just busting with inventions" 
had entered into the proper spirit of the work. 

9. Truthfulness: Children are naturally liars in the 
sense that they naturally make-believe. Do not dis- 
courage their romancing, but have them offer their fairy 
tales as fairy tales and not as deceptions. 

10. Independence : It is much easier to help the child 
than to help him to help himself. With a touch here 
or a stroke there the teacher could instantly set him 
straight or get him out of many a difficulty, but she 
should restrain her itching fingers and make it a matter 
of pride with him to be able to say, "I did it all myself." 

If these principles are borne in mind and observed, 
the course given in the following pages will not only be 
Work and Play, the Work will be Play and the Play 
will be Work — work of a kind which makes character 
and a solid foundation for future education. 

The child's work and play should be of two kinds — 
the first Directed, the second Undirected. 

The Directed Work and play should take place at 
regular daily periods, as suggested below, and during 
such periods the mother should follow Froebel's motto, 

19 



GENERAL INSTRUCTIONS 

"Come, let us live with our children." If she can give 
the whole of such time to the child, so much the better, 
but she should at least introduce him to what is to be 
done and keep a supervising eye on his work thereafter. 
Indeed, the proper way is for her to work out each 
lesson herself as directed, before giving it, as well as 
with the child while giving it. She will then be pre- 
pared for any difficulties and obstacles that may arise. 

If you do not possess a child's table and chair, saw off 
legs of a stand or table and a chair to child's size. The 
table should be about 22 inches high, the chair about 12 
inches. The top of the table should be marked into 
inch squares by scoring horizontal and vertical lines with 
a knife an inch apart, or better still, covered with oil 
cloth already marked into squares. This may be ob- 
tained from the kindergarten houses mentioned in the 
Appendix. 

Have child observe a definite program each day, say 
% hour or more at 9 o'clock for directed work and play ; 
then an hour intermission, then another lA hour or more 
of directed work. 

The plans of directed work are given in the fol- 
lowing daily outlines, and as a rule each lesson takes up 
one gift and one occupation. As the lessons are finished 
they should be checked off to keep track of the point 
reached and to show what has been done. They should 
be taken up in order as they are progressive in difficulty, 

20 



GENERAL INSTRUCTIONS 

one thing from each of the series of gifts and occupa- 
tions being completed and then the series repeated, with 
a little more advanced work each time. In this way the 
games and occupations never grow stale, as the same 
kind of work is not repeated too often, and then a new 
and advanced phase is taken up, so that the child 
progresses in skill and develops in power. 

In this connection it may be remarked that it is never 
safe to take any knowledge for granted or assume that 
the child knows even the simplest thing he may be sup- 
posed to know. A searching cross questioning will of- 
ten uncover the most unbelievable ignorance. Such 
elementary notions as right and left, square and oblong, 
opposite and over, may be understood but then again 
they may not be. Ask the child to open the left hand 
drawer of your desk or point to all the square things 
in the room and you may have a surprise. "Of course 
he knows, or ought to know" you will say, but does he ? 
Many grown-ups are hazy as to what a cylinder really 
is. 

The start of each day's lesson should be a review by 
question and answer of the points brought out in the 
preceding lesson and also the one similar in the preceding 
week. If some of the occupations, such as weaving and 
sewing, cannot be finished at one sitting, they should 
be completed, not on the next day, but the next time this 
occupation is given in the lesson outlines. If the child 

21 



GENERAL INSTRUCTIONS 

is very young, some of the work may have to be post- 
poned till he is older or more developed, and such omit- 
ted work should be left unchecked and returned to later. 
On the other hand, some of the checked work may prove 
so interesting that the child may be ready and willing 
to repeat, which is, of course, allowable. But the 
mother should resist the temptation to pick and choose, 
especially out of the order, or for the reason that one 
gift or occupation is less interesting than another. It 
is a valuable lesson for the child to learn that he must 
take the lean with the fat, the work as well as the play. 
The regular lessons should, however, be interrupted for 
the special occasions for which lessons are provided at 
the end, and these lessons for Thanksgiving, Christmas, 
St. Valentine's day, Washington's birthday, and the 
child's own birthday substituted. 



22 



GENERAL METHOD 

The method of presenting the work as outhned is 
suggested for the first lessons to give the idea for con- 
ducting them and those that follow. Children and con- 
ditions vary so widely that it would be useless or worse 
to give the precise method for every lesson. 

In general the lesson should take the form of a con- 
versation between the parent and child, not merely direc- 
tions by the former. By question and suggestion the 
child should be encouraged to draw strongly on his im- 
agination and tell a story as he plays. In all the play 
with the gifts, other than abstract designing, he should 
be encouraged to imagine the things he arranges repre- 
sent something in real life, no matter how crude or far 
fetched the resemblance may be. This, indeed, is what 
he will naturally do, for a child's imagination will invest 
the most sordid thing with vital interest. The old as- 
tronomers who saw in the stars likenesses of men and 
animals and named the constellations the "Great Bear," 
"Orion," "The Bull," were little children in this. 
Everyone knows the finger play in which while you illus- 
trate you say, "Here is the church and here is the steeple, 
open the door and see all the people." This is the idea 



GENERAL METHOD 

the pupil should be encouraged to carry out in his play 
with the gifts. For instance, "Here is a line of soldiers 
marching two and two and here is the captain in a red 
coat; here comes the band in blue coats and here 
are the wagons," etc., all made out of the sticks and 
beads. This is to develop his imagination and language 
sense and is of the greatest importance. The highly 
literal modern toy, in which nothing whatever is left to 
the imagination, is very pleasing for a time, but lacking 
in educational value. It stunts the growth of the im- 
agination, as there is no opportunity nor incentive given 
for its development and, through lack of exercise, that 
faculty becomes atrophied. If the child in later life 
is to find "tongues in trees, books in the running brooks, 
sermons in stones," if he is to think deeply, see below the 
surface, originate and invent, this is the time and way 
to make the beginning. Genius has been defined as 
the ability to imagine things that do not exist, and cer- 
tainly wit is nothing but unexpected flashes of the 
imagination in seeing associations that are not obvious. 

Besides developing his imagination this method 
should also train his language sense and provide op- 
portunity for forming proper habits of speech. The 
indiscriminate use of the word "it" to indicate a cube, 
a sheet of paper, or any other object with a specific 
name, and makeshift expressions like "thing-a-ma-bob," 
"this-a-way" should be strictly tabooed. Such expres- 

24 



GENERAL METHOD 

sions are either the result of lazy mindedness or igno- 
rance. The former should not be tolerated, the latter 
should be enlightened. Neither should the parent 
avoid the use of apparently difficult words so long as 
the ideas for which they stand are clear. It is all very 
well to use expressions like "standing up" and "lying 
down" when first describing vertical and horizontal 
lines, but the specific terms are no more difficult to 
learn once the idea is understood than words like "yester- 
day" or "to-morrow," for which we should not think of 
substituting such cumbersome expressions as "the-day- 
before-this-day" or "the-day-after-this-day." 

From the foregoing and the first developed lessons 
which follow, the method of procedure should be under- 
stood so that, except in special cases, it will only be 
necessary in succeeding lessons to give the outline of the 
work to be done, leaving the parent to supply the con- 
versation and other life-giving details, without which 
the skeleton is nothing but dry bones. 

A word of caution may not be out of place. Withal, 
the teacher's attitude should be sensible and virile. 
There is too much of a tendency among kindergartners 
to sentimental maunderings about "little birdies" and 
"dear little ones" and the use of such diminutives and 
terms of endearment. "Little" and "Dear" are the 
two most overworked words in a certain kind of kinder- 
garten course and kindergarten literature, and this per- 

25 



GENERAL METHOD 

haps, more than anything else, has brought the kinder- 
garten into disrepute and made it a subject of too 
often merited jokes. To the mascuhne mind at least 
"a dear Httle triangle" and "little Mr. Cube" are simply 
idiotic driveling. The teacher should be sympathetic 
without sentimentality, the pupil self-respecting, not 
silly. 

The Undirected Work and Play is provided for in 
the last chapter which suggests all sorts of activities 
not entering into a regular kindergarten schedule and 
these games and occupations the child may take up at 
any time. A child's interests are naturally fickle and 
transitory, and he will soon tire of the most elaborate 
toy. The secret of keeping up interest is contained 
in this injunction, "Never give him more than one thing 
at a time and do not even tell him of the next till all 
the possibilities of the first are exhausted." Save your 
ammunition; husband your resources. In this way his 
interest may be kept ever fresh and new. 



KINDERGARTEN AT HOME 

LESSON 1. 

1. Take the large wooden colored "beads" made in 
second gift shapes, that is, in the form of spheres, cubes 
and cylinders, and distribute them in three boxes put- 
ting all of one shape in each box. (Form of beads) . 





In this lesson give child the box of spheres and ask 
him to pick out a red bead (say "a ball") with his right 
hand, then another red bead with his left hand, and so 
on, using the hand he is directed to use and so distin- 
guishing between the right and left till he has taken all 
the red beads out of the box. This is to drill him 
on right and left and the color red. Each of the 
colors is taken up and studied one at a time and then 
in combination. As he picks them out ask him what 
other things are the same color. For instance, he 
might say fire, a rose, his lips, ribbon, rubies, etc. Let 

n 



KINDERGARTEN AT HOME 

his thoughts wander for a moment over the whole uni- 
verse, picking out fantastic as well as obvious things 
that are red, but have him bring his mind back to the 
matter immediately in hand the instant he is told to 
do so (obedience). Then ask him to string all the red 
balls to form a "necklace" which he may wear hung 
about his neck when completed. Call the beads rubies ; 
and like Solomon or an Eastern potentate he may daz- 
zle the household with his crown jewels. 

2. Give the child a piece of clay and have him divide 
it into pieces about the size of a bead. Then have him 
roll each piece in his hands to make a lot of spherical 
beads (preliminary notion of the simplest and yet most 
complete of solid forms). These he can readily con- 
vert into cherries by inserting a piece of match stick 
m each or better still a bit of twig. 

LESSON 2. 

1. By way of review of points brought out in pre- 
ceding lesson, ask child questions about right and left 
and red, then give him the box of cubical beads and 
ask him to pick out all the yellow beads as directed 
in preceding lesson. Ask him what other things are 
j^ellow, as was done in the case of the red. Then ask 
him to string all the yellow cubes to form a necklace 
of topazes. Ask him what difference he finds between 

28 



KINDERGARTEN AT HOME 

the behavior of these beads and the spherical ones (in- 
vestigation). He will notice that the little cubes are 
not as elusive as the spheres, they do not roll off the 
table but "stay put." 

2. Give the child a piece of clay the size of an egg 
and have him roll it into as perfect a ball (sphere) 
as he can (accuracy), while you make one at the same 
time. Ask him questions about it and have him also 
ask questions while he is modeling the ball into shape, 
— "What other things are round (spherical) like a 
ball?" — an orange, the sun, etc. Then, asking him to 
do as you do, raise the ball above the table and drop 
it, flattening one side slightly. Then have him pat the 
top of the sphere with his fingers, then press the right 
side flat, then the left and finally the front and back 
to form a cube. Avoid touching his cube as much as 
possible and have him follow the directions as you tell 
him, so that he may learn to know the meaning of right 
and left, top and bottom, front and back (direction). 
Ask him what things have a similar shape — a box, a 
house, a lump of sugar, etc. 

LESSON 3. 

1. Review the color yellow and differences between 
spheres and cubes, etc., learned in preceding lesson. 
Then give the child the box of cylindrical beads and 

29 



KINDERGARTEN AT HOME 

ask him to pick out all the blue cylinders. Ask him 
what other things are blue, as directed in lesson 1. Then 
ask him what difference he finds between the behavior 
of these beads and the spherical and cubical beads he 
has already had. He will notice that these beads 
poured out on his table do not run away as much as the 
balls but, on the other hand, are not as steady as the 
cubes — in other words that they seem to be related to 
both the spheres and cubes in the way they behave. 
Have him notice which ones roll — those resting on their 
curved face, and which stand still — those resting on 
their flat face, and he should then see that the cylinder, 
like the sphere, has a curved face and hence will roll 
like the sphere when it rests on this face, but that it also 
has two flat faces like the cube and hence will act like 
the cube — stand still — when it rests on either of these 
faces. Have him string all the blue cylinders — rollers 
— to form a necklace of sapphires. 

2. Give the child a piece of clay the size of an egg 
and have him first form it into a sphere, then by rolling 
it on his table in one direction till elongated and flat- 
tening the ends make it into a cylinder. Ask him what 
things have a similar shape — a drum, a mug, a rolling 
pin, etc. 



30 



KINDERGARTEN AT HOME 



LESSON 4. 

1. Review the color blue and the characteristics of 
the cylinders related to the sphere and cube, learned in 
preceding lesson. 

Then give the child the box of tablets (seventh gift) , 
and ask him to pick out a square. Ask him how this 
is different from the cube. Make a fresh cube of 




















m 






clay and cut a thin slice off one side. The child will 
see that the square is really one face of a cube. Ask 
him what other things in the room are square, and have 
him distinguish between square and oblong. Ask him 
how many corners it has and how many edges. Then 
give the child 2 square tablets, both dark or both light, 
counting them out as you do so — "one, two." Ask him 
how many squares he has, then what other things he 

31 



KINDERGARTEN AT HOME 

has two of — 2 eyes, 2 ears, 2 arms, 2 legs, etc. (first 
ideas of number) . Tell him that these are called 
"pairs" but two tablets are called a "couple." Ask him 
to name other things that are couples but not pairs. 
Ask him to arrange the tablets on his table in as many 
different positions as he can. Some of the possible 
arrangements are shown on page 31. 

Work alongside of him for the present, making the 
designs with your own set of materials, and having him 
copy (imitation) , as long as he has no ideas of his own, 
but encourage him to originate and make his own ar- 
rangements (invention) as soon as possible. Then 
have him do the same with 3 squares and save the best 
design. 

2. Give the child the box of gummed parquetry 
papers and have him pick out 3 squares, one red, one 
yellow and one blue. Tell him that these are the 3 
most imj^ortant colors and are therefore called "first" 
^(primary) colors. 

Ask him what they are made of — paper — and what 
paper is made of — usually of wood pulp. Great for- 
ests are being cut down and ground up to make paper 
for newspapers, magazines and books. The finer writ- 
ing papers are made of linen rags. Ask him to ar- 
range them in the centre of a mounting sheet in the 
form preserved above, then paste, being very careful 
not to soil nor discolor the right side of the parquetry 

32 



KINDERGARTEN AT HOME 

in pasting nor the mount (neatness). Tell him if he 
does it very carefully indeed, he might give it to his 
father or grandmother (thought of others) . 



LESSON 5. 

1. Review the points learned in preceding lesson and 
then pick out for yourself 4 square tablets, 2 light and 
2 dark, counting them out as you do so and have the 
child do the same for himself. Ask him how many 
dark ones he has, then how many light, and how many 



m 




m 





y///A 






m 





altogether. Ask him to arrange these squares in as 
many "forms of beauty" (designs) as he can, making 
the same design yourself either before, at the same time 
as, or after him and save the best. 

33 



KINDERGARTEN AT HOME 

2. Give the child the box of parquetry papers and 
ask him to pick out 2 yellow squares (light) and 2 hlue 
squares (dark), arrange them in the centre of a mount- 
ing sheet in the form preserved above and paste. Ask 
him how paste is made — of gum from the sap of a tree 
or, usually, of flour and water boiled together. 

LESSON 6. 

1. Continue to review the preceding lesson each day 
without further direction. 

Pick out 5 square tablets all dark, counting them out 
as you do so and having the child do the same. Ask 
him to arrange these squares in as many "forms of 
beauty" as he can. Make the first two suggested below, 
then ask him to suggest other variations, and follow his 
lead. He should early be taught what is known as the 
law of balance or sj^mmetry (or Opposites) in "forms of 
beauty" — that is, that the right and left side should be 
similar, or the top and bottom, or both. This he may 
learn by being told always to keep the opposites alike; 
when he adds to one side always to add in a similar way 
to the opposite side. Ask him which of the arrange- 
ments he likes best and save it for putting into a per- 
manent form in the parquetry. 

2. Give the child the box of parquetry papers and 
have him count out five hlue squares, arrange them in 

34 



KINDERGARTEN AT HOME 

















%VA^, 




y///y. 




the centre of a mounting sheet in the form preserved 
above and paste. 

LESSON 7. 



1. Give the child the bundle of sticks (eighth gift), 
mixed together, and ask him to select one. Ask him 

35 



KINDERGARTEN AT HOME 

what the stick is made of ; where the wood comes from ; 
what other things are made of wood ; what other things 
resemble the stick — a match, a cane, a pencil, etc. 
After such conversation ask the pupil to separate the 
long and short sticks into piles (ideas of size). 

2. Give the child the box of crayons and have him 
draw a group of red Hnes (pile of sticks) ; group of 
yellow lines, and a group of blue lines. 

LESSON 8. 

1. Give the child the sticks and ask him to select one. 
Ask him how it differs from a tablet. The tablet will 
cover a square on the table, the stick only a line; the 
tablet has a surface, the stick only an edge. Have him 
then pick out all the three-inch sticks and arrange 
them on his table in a row of "standing up" hnes 
and tell him these are called vertical. Ask him what 
other things are vertical — himself when he stands 
erect, a chimney, a lamp post, a tree, a table leg, edge 
of a door, etc. Have him run his finger along all the 
vertical lines he can see in the room. 

2. Give the child a pencil and ask him to draw a row of 
trees (vertical lines) . Tell him the trees may be differ- 
ent heights and different distances apart but perhaps 
all in a line. Have him show this in his drawing. Then 
give him the box of crayons and ask him to draw a hne 

36 



KINDERGARTEN AT HOME 

of soldiers, selecting the color, red, yellow or blue, giv- 
ing reason for his choice, but tell him that soldiers look 
better if they are all the same size and the same distance 
apart. 

LESSON 9. 

1. Give the child the sticks and ask him to arrange 
them end to end to make a "lying down" line and tell him 
that this is called horizontal. Ask him to name all the 
things he can think of that are horizontal, — himself when 
he is asleep, the floor, a telegraph wire, etc. Have him 
run his finger along all the horizontal lines he can see in 
the room. Have him arrange two sticks, one vertical 
and the other horizontal in as many ways as he can, thus: 



37 



KINDERGARTEN AT HOME 

2. Have the child draw simple "forms of life" (con- 
crete objects) that are made of both vertical and hori- 
zontal lines — a picket fence, and a ladder. 



LESSON 10. 

1. Give the child the box of rings, halves and quarters, 
and ask him to take out a whole one. Ask him how this 
differs from a ball, a half dollar ; what other things are 
shaped like it — a hoop, a bracelet, a halo, a finger ring, 
etc. ; what it is made of; what other things are also made 
of iron — a shovel, a stove, steam engines, etc.; what is 
the difference between wood and iron — wood will burn, 
iron will not; wood will float, iron will sink (have him 
try it) ; iron will rust, wood will rot (have him recall in- 
stances and examples of each and tell why certain things 
are made of one or the other) . This conversation may 
be made most interesting. Then ask him to count out 

38 



KINDERGARTEN AT HOME 

four rings and arrange them in "forms of beauty," as he 
did with the tablets. 






2. Give the child a blunt needle threaded with red 
worsted and show him how to make a knot in the end or 
if very young make it for him. While preparing the 
materials, continue the conversation about iron and steel ; 
ask him what the needle is made of, in what respect it 
resembles the rings, why it is not made of some other 
material, where steel comes from, etc. Allow him also 
to ask questions, as he will naturally do, usually without 
encouragement, but for the most part eliminate those 
that are irrelevant and teach him to stop short (obedi- 
ence) when the next matter demands his attention. Such 
catechizing should not be one-sided — the parent should 

39 



KINDERGARTEN AT HOME 



ask some questions for the child to answer, the child 
should ask some questions for the parent to answer and, 
at times, both should answer their own questions. 

Have him then take the needle in his right hand, the 
simplest card (the circle) in his left — make sure he 
knows his right from his left — and putting the point 
through a hole from the wrong side draw it through as 
far as the knot, then down the next hole, drawing it 
tight but not so tight as to break the worsted, then up 
the next hole and back down the second hole, and so on 
till half the design is completed. Or he may complete 
the circle without taking the backward stitch, showing 
disconnected dashes, then at the next lesson repeat, fill- 
ing in the blanks on the second round. 




OR 




LESSON 11. 

1. Give the child the box of rings and ask him to pick 
out a half ring. Ask him to place it vertically and ask 

40 



KINDERGARTEN AT HOME 

him what it looks Hke — a crescent moon; then horizon- 
tally, hollow up — a bowl ; then horizontally, hollow down 
— a hill. Then ask him to take out another half ring and 
put the two halves together to form a whole, then see 
in how many other ways he can arrange them, having 
him count the number. 





r^:u 




2. Have the child finish sewing the circle begun in 
preceding lesson. While doing so, discuss with him 
the nature and source of the worsted used : where it comes 
from — the wool of sheep; how it gets its color; what 
other things are made of wool, etc. 

LESSON 12. 

1. The last step in the series of solid, surface, hne 
and point, or solid, face, edge and corner, is the lentil, 
a crude representation of a point, as the stick is of a line. 
Give the child the box of lentils and ask him how they 
diif er from the stick and ring — probably the nearest ex- 
planation he can give is that the other gifts he has had 
are "spread out" while this is "altogether in one spot." 
Then ask him, as usual, what other things resemble the 
lentils — seeds of different sorts, — corn, peas, grains of 

41 



KINDERGARTEN AT HOME 

sand, rain drops, etc. Have him then lay the lentils on 
the holes of the second sewing card and then arrange 
them in the same way on the table without the card. 

2. Give the child a weaving mat and "fringe" of yel- 
low strips. The mats and "fringes" resemble each 
other but in the "fringe" the cuts go almost to the 
edge. Tear apart the strips of the fringe, place 
one in the patent weaving needle and weave the first 
strip over one, under one, alternately, across the mat. 
Weave the second strip first under one, then over one 
and so on across the mat. Then let him weave the third 
strip the same as the first and the fourth strip same as 
the second, and so on in a checkerboard design till the 
mat is one-half completed. All strips go under margin 
and are made fast when finished by pasting to the under 
side of margin. 



7Z7 



^ 



^7^ 



r 



LESSON 13. 



1. Have the child lay the lentils on the holes of the 
next sewing card, then arrange them in the same way 
on tlie table without the card. 

42 



KINDERGARTEN AT HOME 

2. Have the child complete the mat begun in the pre- 
ceding lesson. 

LESSON 14. 

1. Give the child the peg board and box of pegs. 
This furnishes a combination of the point and line. 
Have him make three horizontal parallel rows of pegs, 
the first red at the top edge of the board, the second 
yellow through the middle, the third blue at the bottom 
edge. 



2. Give the child the paint box and brush, a sheet of 
heavy paper, a saucer or bowl of water and a piece of 
rag or blotting paper. Ask him to select one of the 
colors, red, yellow or blue, whichever he prefers to use. 

43 



KINDERGARTEN AT HOME 

Show him how to wet his brush, then work up the color 
on the cake of paint. Then ask him to paint inside the 
circle sewn in lessons 10 and 11. Discuss how the brush 
is made, of a goose quill and camel's or badger's hair for 
the finer brushes; of bristles or wood fibre for the 
cheaper. 

LESSON 15. 

1. Have the child place a horizontal row of pegs 
through the centre of the peg board, then a vertical row 
crossing it in the middle, choosing his own colors. 




2. Have the child work up the orange color paint in 
his brush. Ask him while he is doing so what the color 

44 



KINDERGARTEN AT HOME 

is called, telling him if he does not know, and asking 
him why it is called orange. Ask him as usual what 
other things have a similar color and then have him 
paint an orange, starting with a dot in the centre of his 
paper and enlarging it gradually and carefully till it 
has the size and shape he thinks an orange should be. 

LESSON 16. 

1. Review the preceding lesson as usual and also the 
preceding week's lessons on color. Give the child box 
of beads ; have him string the red spheres, then the same 
number of yellow cubes and likewise of the blue cylin- 
ders. 

2. Give child piece of clay the size of an orange and 
have him divide it into three equal parts. While this Is 
being done, ask him questions and have him do the same. 
What is clay made from? Rotted rock. What is 
made from clay? Bricks, flower pots and even china, by 
baking the clay. 

" What handycraft can with our art compare ! 
For potts are made of what we potters are." 

" Old Pottery." 

Have him then roll one piece of the clay in the palms 
of his hands to form a sphere. Have him make another 
sphere of the second piece of clay and by patting it on 
opposite sides shape it into a cube, as directed in lesson 2. 

45 



KINDERGARTEN AT HOME 

Have him roll the third piece on the table in one direction 
and flatten the ends to make a cylinder. 

These three forms taken together constitute the "Sec- 
ond Gift" shapes. Save. 

LESSON 17. 

1. Review the preceding lesson as usual and also have 
the child again review the difference he found between 
the forms he studied in lessons 1, 2, and 3. Have him 
tell how many faces the sphere has and what kind (one 
round face ) how many the cylinder has and what kind 
(3 faces, 2 flat and 1 curved) ; and how many the cube 
(6 flat faces), holding it in one position and touching 
each as he counts. Have him close his eyes and give 
him each of the three forms in turn and ask him to tell 
by the feel which it is. Do the same with a handful of 
the second gift beads. 

Have him place the cylinder on top of the cube and the 
sphere on top of the cylinder to form a monument to 
Froebel. Has he ever seen a monument? Tell him 
that there is a large monument like this erected to 
Froebel, the originator of the Kindergarten. Ask him 
why he supposes it was made of these three forms, one on 
top of the other. 

2. Have child model a sphere, then convert it into a 
spherical fruit — an apple, by flattening two opposite 

46 



KINDERGARTEN AT HOME 

sides, making a slight depression or dimple in each and 
inserting a short stem. Give him a real apple for a 
model, if possible, and discuss with him kinds of apples, 
how they grow, when ripe, uses, etc. Ask him what 
other fruits he can think of that are spherical. 

LESSON 18. 

1. Review the preceding lesson as usual and from 
now on without further direction review each day the 
preceding week's lesson in the same gift and occupation. 

Give child 8 square tablets, all dark or all light, count- 
ing them out as you do so, and have him do the same. 
Ask him to arrange them to represent "forms of life," 
that is, concrete objects such as a chair, table, bed, arch. 



47 



KINDERGARTEN AT HOME 

etc. At first it is the best plan for the parent also to 
make the objects the child makes, working along with 
him and having him imitate. As he gains in facility, 
however, have him plan more and more independently. 
2. Have the child paste a horizontal row of red par- 
quetry squares across top of a ruled mount, using great 
care in placing them straight and avoiding spots and 
smudges. Have him begin to paste a second row of 
orange squares across the middle and save for comple- 
tion in next lesson. 

LESSON 19. 

1. Count out 8 dark or 8 light square tablets and ask 
the child to do the same. Arrange these squares on the 
table to make "forms of beauty" (designs) and have the 
child imitate. The possible number of such designs with 
8 squares is very large and these arrangements will not 
be exhausted in this lesson. It is rather best to start by 
arranging the 8 tablets in a horizontal row on the squares 
marked on the table, then in a vertical row leaving a 
space between each tablet, then in a row with the corners 
only touching, then with 4s squares placed together to 
make a large square and the other 4 arranged about 
them symmetrically, thus: 



48 



KINDERGARTEN AT HOME 




By this time he will probably be anxious to experi- 
ment and invent different arrangements for himself, and 
he should be encouraged to do so, but he should be careful 
to observe the "Law of Opposites," as described in les- 
son 6. 

2. Have the child finish pasting row of orange squares 

49 



KINDERGARTEN AT HOME 

begun in preceding lesson, then paste a third row of 
yellow squares across the bottom. Tell him this is a 
sheet of what are called "warm" colors. Ask him if he 
can tell why. Ask him to name all the warm things 
he can think of that have these colors — fire, the sun, can- 
dle light, etc. 

LESSON 20. 

1. Have the child arrange the sticks in parallel verti- 
cal lines and parallel horizontal lines and tell him that 
such lines are called parallel. Ask him to name all the 
things he can that are parallel — gate posts (vertical 
parallel lines), a railway (horizontal parallel lines). 

2. Have the child draw a row of candles with a pencil 
and make a yellow flame to each with the crayon. 

LESSON 21. 

1. Give the child 8 sticks and have him separate them 
into two's. Then ask him to arrange each couple so 
that they will make the corners of a square. Tell him 
these are called right angles. Then have him arrange 
them to form blunt angles and finally sharp angles, as 
shown on pages 51 and 52. 

Ask him to point out all the things in the room that 
have right angles, likewise blunt and sharp angles, re- 
spectively. 

2. Have the child draw the angles he has made, using 
red, yellow and blue crayons. 

50 



KINDERGARTEN AT HOME 





51 



KINDERGARTEN AT HOME 




LESSON 22. 

1. Give the child a piece of worsted about a foot long. 
Wet it in water, then have him, with the help of a stick, 
arrange it on his desk in "forms of knowledge" (geo- 
metrical forms), circle, square, triangle, oblong, etc. 
Ask him their names, telling him those he does not know, 




KINDERGARTEN AT HOME 




and have him mention all the things he can that have 
these forms. 

2. Have the child sew one-half of the next simplest 
card, as directed in the preceding sewing lesson, using 
an appropriate color worsted— red if an apple, yellow 
if a lemon. 

LESSON 23. 

1. Have the child arrange the worsted, wet as de- 
scribed in preceding lesson, in "forms of life"— an hour 
glass, a flower, a hat and a shoe. 





53 



KINDERGARTEN AT HOME 




2. Have the child finish the sewing card begun in 
preceding lesson. 



LESSON 24. 

1. Give the child the box of lentils and ask him to 
make designs on the squares marked on his desk, oil cloth 
or mounting card, as follows : Place a lentil at each cor- 
ner of a square, place one at each corner of a group of 4 
squares, place one also in the centre of each square, place 
them so as to cover the lines, making any forms of beauty 
he may invent. 

2. Have the child weave one-half of a mat as follows, 
using yellow strips : 

First strip over 2, under 2, and so on. 
Second strip under 2, over 2, and so on. 
Third strip same as first. 
Fourth strip same as second. 
54 



KINDERGARTEN AT HOME 





1 


WA 






v// /// 

y////// 








y//y// 






^ 


% 


^ 






d 


1 








y//V// 






^ 


V// 


k/ 






w^V^/ 





LESSON 25. 

1. Have child make a tile of clay about 4 inches square 
and ^ inch thick, making a circular flat cake first and 
cutting it square with a dull knife, then arrange on it 
lentils or, better still, bright colored berries or beans, in 
the best form of beauty made in lesson 24, pressing them 
into the clay to make a permanent design. 

2. Have the child finish mat begun in preceding lesson. 



LESSON 26. 

1. Have child arrange the red pegs in the form of a 
square on the peg board, then make diameters (a verti- 
cal and a horizontal row) of yellow pegs crossing it. 
Ask him how the square is then divided, what the spaces 
thus made are called (squares) and how many there are. 

2. Have child place oak or maple leaf in the cen- 
tre of a sheet of paper, and holding it down with his left 
hand draw around it with a pencil so as to make an out- 

55 



KINDERGARTEN AT HOME 

line of it on the paper. Have him make a number of 
such outlines and save the best for the next lesson. 

LESSON 27. 

1. Have child arrange the blue pegs in form of a 
square on the peg board, then make diagonals (lines 
crossing corner to corner) of orange pegs. Ask him 
what the spaces thus made are called — triangles — and 
how many there are. 

2. Tell the child he is to paint the leaf he has drawn 
in the preceding lesson and ask him what color he should 
use — green. Ask him as usual when a new color is in- 
troduced what other things are green — grass, grain, 
many kinds of vegetables before ripe, etc. Ask him 
what color different fruits turn when ripe and leaves 
before they fall. 

LESSON 28. 

1. Have child string the beads in order — red sphere 
and green cube, alternately. 

2. Have the child begin to model an ovoid or egg- 
shaped "sequence." Have him first model a potato 
from a real one before him. Ask him how potatoes grow 
— like oranges and apples? Have him put in the eyes 
and tell him that the farmer plants the eyes, from each of 
which another potato plant will grow. 

56 



KINDERGARTEN AT HOME 

LESSON 29. 

1. Give the child 8 square tablets and have him ar- 
range them in forms of beauty different from those made 
in lesson 19. 

2. Have child paste on the reverse side of mount made 
in lesson 19 a row of green circles at the top, of blue in 
the middle. Save. 



LESSON 30. 

1. Have child arrange the red sticks to form squares 
(1) ; then yellow sticks into a "Wall of Troy" border, 
(2) ; then the blue into a zigzag (3). Save. 





KINDERGARTEN AT HOME 

2. Have child draw on the ruled mount, first with 
red, then with orange and yellow, respectively, the above 
designs made with the sticks. He should follow the lines 
on the card and make the first at the top, the second 
across the middle and the third across the bottom. 

LESSON 31. 

1. Give the child 4 half -rings and have him arrange 
them in as many different forms of beauty as he can. 





2. Have the child sew one-half the next card in order 
of difiiculty with its appropriate color. 

LESSON 32. 

1. Have the child lay lentils over the next sewing card 
unsewn, making the design as it is to appear when sewn, 
then have him make the same design on his table, without 
the card. 

2. Have the child weave one-half a mat as follows, 
using blue strips. 

58 



KINDERGARTEN AT HOME 

First strip over 2, under 1, and repeat. 
Second strip, under 2, over 1, and repeat. 
Third strip, same as first. 
Fourth strip, same as second, and so on. 




LESSON 33. 

1. Have the child make a row of red pegs at the top 
of his peg board, then skip a row and make a row of 
orange pegs, and so on, making a row of each of the 
colors so far studied. 

2. Tell the child that to-day you are going to let him 
paint a flower, a very sweet flower that grows in the 
woods in spring; a flower that is also the name of a girl 
and a color, and see if he can guess its name — "violet." 
Then have him make a dot of violet color on a sheet of 
paper and enlarge it irregularly to about the size of a 
violet. Have him finish it by drawing a stem with the 
green crayon. As in the case of the other colors, ask him 
what violet colored things he sees or can mention. 

59 



KINDERGARTEN AT HOME 

LESSON 34. 

1. Have child string beads in order — red sphere and 
cyhnder then orange sphere and cylinder and so on, yel- 
low, green, blue and violet. 

2. Continuing the ovoid sequence, have child model an 
egg, after first having made a sphere as a preliminary 
step. Have an egg before him while he is doing so, 
and call his attention to the difference in size of the two 
ends, which he should try to copy exactly. Tell him 
that solid objects shaped like an egg are called "ovoid," 
plane surfaces shaped like an egg are called "oval.'* 
Talk with him about eggs — where they come from, what 
they contain, what animals besides hens lay eggs — birds, 
frogs, fish, etc. 

LESSON 35. 

1. Give child 16 square tablets, half light and half 
dark, and have him arrange them to represent some 
concrete object, such as a checkerboard, a chimney, a 
flight of steps, etc., as shown on page 61. 

2. Have the child paste a row of violet circles at bot- 
tom of mount used in lesson 29. Tell him this then is a 
sheet of what are called "cool colors," blue, green, violet, 
and ask him if he can tell why. Ask him to name all the 
cool things he can think of that are either of these colors 
: — the sea, shade, the sky after the sun has set, etc. 

60 



KINDERGARTEN AT HOIME 




LESSON 36. 

1. Has the child ever seen a rainbow? If you have a 
glass prism, let the sun shine through it to show the child 
the spectrum (artificial rainbow) it makes on the floor or 
wall. Have him first count the number of colors he can 
recognize, then name them in order, red, orange, yellow, 

etc. 

Give child a bundle of colored sticks and ask him to 
arrange them in piles according to color, placing the 
piles in the color order of the rainbow — red, orange, yel- 
low, green, blue, violet. 

61 



KINDERGARTEN AT HOME 

2. Have the child make a spectrum — a straight rain- 
bow — ^with the different colored crayons by drawing 



red 



yellow- 



blue 



violet 



short, thick, vertical lines of each color close together. 
Be sure that he gets the correct order and have him learn 
their names in this order as this is the alphabet of colors. 

LESSON 37. 

1. Give the child 4 whole rings and 4 halves and have 
iiim arrange them in as many "forms of beauty" as he 
can. 




62 



KINDERGARTEN AT HOME 

2. Have the child complete sewing the card begun in 
lesson 31. 

LESSON 38. 

1. Have the child arrange the lentils to form the de- 
sign made by the holes of the next sewing card. 

2. Have the child complete the mat begun in lesson 32. 

LESSON 39. 

1. Have the child make a "fence" around the peg 
board using one color of pegs and place trees, shrubs, etc. 

(pegs or pegs with beads put over them) inside the 
fence to form a garden or orchard. 

2. Have the child place his left hand on a sheet of 
paper, the fingers together, the thumb extended, and 
draw around it. Then have him paint in the outline with 
red to form a mitten, being very careful not to go beyond 
the line. Ask him why mittens are often made red and 
see if he will remember that red is a "warm" color — not 
really of course but looks so. Ask him why mittens are 
warmer than gloves (the fingers lying together keep each 
other warm) . 

LESSON 40. 

1. Have the child string the beads in order, cube and 
cylinder alternately, using first all the red beads then 
all the orange and so on. 

63 



KINDERGARTEN AT HOME 

2. Have the child model a nest, first forming a sphere, 
cutting it in half through the middle and pressing a hol- 
low in the flat side with the thumb, then have him make 
several small eggs and put them in the nest. Continue 
the talk in lesson 34-2 on eggs with a conversation about 
birds' nests (how made — of straw, hair, twigs, leaves, 
etc., and where placed — in trees, high up generally, but 
also in hollows of trees and even on the ground) , laying 
the eggs, hatching, feeding the young, teaching them to 
fly, etc. 

LESSON 41. 

1. Give the child 8 circular tablets and have him ar- 
range them in forms of beauty around a centre. 

2. Give child a sheet of red cutting paper about 6 
inches square, and have him fold it once, edge to opposite 
edge, then a second time in the same direction, then a 
third time very carefully, keeping the edges even and 
creasing it with his finger nail. Have him open and 
tear it along the creases into 8 strips, or, if very young 
and unable to do this well, cut down the creases with 
scissors. Have him then bend a strip end to end till it 
laps, then paste. Have him insert, in the ring thus 
made, another strip and paste its ends together and so 
on with the remaining strips, forming a red chain of 8 
links. Save. 

64 



KINDERGARTEN AT HOME 



t 1 1 I I ! I I 




LESSON 42. 

1. Have the child arrange a hmited number of the 
sticks to represent a "Greek Fret" border. 



I 



2. Have the child, with help of the parent, make a 
blank calendar for a month as follows. Draw a check- 
er-board of 5 rows of squares with 7 squares in a row by 
ruling vertical lines with pencil and crossing them with 
horizontal lines an inch or more apart. He should be 
careful to make them parallel, equidistant and unbroken. 

65 



KINDERGARTEN AT HOME 

If they are made the width of the ruler apart, measure- 
ments will not be necessary, the back edge of the ruler 
placed on the line already drawn gives the distance. He 
should take care also not to let his ruler slip. Write the 
days of the week above the columns and each day have 
the child observe the weather and indicate it in its proper 
square by pasting on the calendar a yellow circle of 
parquetry if the day is sunny, or drawing a black square 
if cloudy, or oblique lines if raining. 



s 


M 


T 


W 


Th 


F 


S 









































































LESSON 43. 

1. Give the child piece of worsted about a foot long. 
Wet it in water, then have him arrange it on his desk in 

66 



KINDERGARTEN AT HOME 

concrete forms of his own invention, such as a spoon, 
a pitcher, etc. 





2. Have the child sew the next card in order of dif- 
ficulty with an appropriate color or one of his own se- 
lection. 

LESSON 44. 

1. Have the child arrange the lentils to form the de- 
sign made by the holes of the next sewing card. 

2. Have the child weave half of a checkerboard mat 
as described in lesson 12, but using alternate strips of 
red and green — complementary colors. The warm and 
cool colors are grouped into 3 pairs called "comple- 
mentary" colors — they are red and green, orange and 
blue, yellow and violet. 

LESSON 45. 

1. Have the child place pegs in the peg board from 
dictation, that is, from oral directions given him. Do 
not point nor show him what you mean but have him 

67 



KINDERGARTEN AT HOME 

do what you tell him. This is to teach him attention, the 
meaning of certain words of direction and how to follow 
oral instructions. Do this as follows: Say — "Put a 
red peg in the upper, right hand corner (wait till he does 
so) , put a blue peg in the lower left hand corner, put a 
horizontal row of yellow pegs through the centre of the 
board," etc. 

2. Have the child paint or draw with the appropriate 
colored crayon above the calendar made in lesson 42 an 
apple, an orange, a banana. If this is not suitable to 
the month for which the calendar is made other forms 
than those should be substituted. 

LESSON 46. 

1. Have the child string the beads in order, sphere, 
cylinder, cube, using first all the red beads, then all the 
orange and so on. 

2. Have the child model a lemon and color it yellow. 
Ask him what the shape of the lemon is, spherical or 
ovoid. 

LESSON 47. 

1. Give the child a right angle triangular tablet and 
ask him to count the angles and tell him that triangle 
means three angles, then ask him which angle is a square 
corner and have him find out by trying the angles on the 

68 



KINDERGARTEN AT HOME 

squares on his table. Tell him that such an angle is 
called a right angle. Then have him arrange 4 such 
tablets in forms of beauty as follows : 








2. Give the child a sheet of yellow cutting paper 
and have him tear or cut it into strips and make a chain, 
as directed in lesson 41. Save. 

LESSON 48. 

1. Have the child arrange the sticks to form borders 
of his own invention. Some of the possible arrange- 
ments are as follows: 



69 



KINDERGARTEN AT HOME 




2. Have the child draw a bunch of grapes using the 
blue or violet crayons. 

LESSON 49. 

1. Give the child a whole ring, 4 halves and 4 quar- 
ters, and have him arrange them in as many different 
"forms of beauty" around a centre as he can. 

2. Have the child sew the next card with an appro- 
priate color or one of his own selection. 



70 



KINDERGARTEN AT HOME 

LESSON 50. 

1. Have the child copy design of next sewing card 
with lentils. 

2. Have the child complete the mat begun in lesson 
44 and review the fact that red and green are a pair of 
warm and cool colors that are called complementary. 

LESSON 51. 

1. Have the child play teacher and dictate a design 
to be made with the pegs on the peg board by his mother, 
as directed in lesson 45. 

2. Cut an oblong of paper about 3x6, then have 
child fold it lengthwise — a book — and cut off a triangu- 
lar or curved piece from the unfolded corner, so that 
when opened the piece is shaped like a church window. 



1/ 




Have him wet it both sides with clear water, then mix 
red with his brush in the pan of the paint box and tak- 

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KINDERGARTEN AT HOME 

ing up a very full brush of the color and holding it sev- 
eral inches above the paper shake off a big drop like a 
blot in two or three places. Have him do the same with 
the yellow and blue respectively, and allow the colors so 
dropped to mingle at their edges, covering the whole 
paper with a stained glass window effect. The colors 
should not be stirred up together with the brush or they 
will become "muddy." Have him notice that he gets 
six colors with only three that he used, — orange where 
the red and yellow mingled, green from the yellow and 
blue and violet from the red and blue. Have him paste 
this in the scrap book. This is a very important as well 
as a very instructive lesson in color synthesis and no less 
surprising than instructive. 

LESSON 52. 

1. Have the child string the beads in the order, two 
spheres and one cube, using one color only for all the 
spheres and another complementary (see lesson 44) for 
the cubes. 

2. Have the child model a pear, using a bit of match 
stick or twig for a stem. 

LESSON 53. 

1. Give the child 8 right angle triangular tablets and 
have him arrange them in "forms of beauty." 

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KINDERGARTEN AT HOME 






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KINDERGARTEN AT HOME 




2. Have the child make a blue chain as he did a yel- 
low in lesson 47, then join the 2 chains already made 
with this one. This makes an attractive Christmas tree 
ornament. 

LESSON 54. 

1. Have the child arrange sticks and pegs in a house 
"sequence." To-day have him represent dwellings of 
men — a tent, a house, a palace. The conversation 
should be about the kind of men who live in the houses 
he is making — Indians and soldiers in a tent ; kings and 
queens in palaces. 

2. Have the child draw one or several of the houses 
made above with the sticks. Never disparage his re- 
sults nor laugh at his efforts, no matter how crude they 
may be. Suggest improvements or alterations, but tact- 
fully, so as not to discourage him. 

74 



KINDERGARTEN AT HOME 

LESSON 55. 

1. Give the child 6 rings or circular tablets and have 
him arrange them in a cluster near the top of a sheet of 
paper. Then have him, without disturbing the order, 




75 



KINDERGARTEN AT HOME 

draw with a pencil around the outside of each, so that he 
will have when finished a drawing of 6 rings. Then 
have him draw lines from the bottom of each ring to a 
point near the bottom of the sheet of paper so as to form 
a collection of toy balloons when painted in the follow- 
ing lessons. Save. 

2. Have the child sew another card. 



LESSON 56. 

1. Take 2 lentils out of the box, counting them out 
aloud as you do so, and ask the cliild to do the same. 
Count out 3 lentils and have the child do the same. 
Continue this up to 6, then have the child make 6 piles 
vdth 1, 2, 3, 4, 5 and 6 lentils respectively in each. Tell 
him that another name for 6 is "l^ dozen." 

2. Have the child weave one-half a mat as follows : 

First strip over 2, under 2, and so on. 
Second strip under 1, over 2, under 2, over 2. 




KINDERGARTEN AT HOME 

Third strip under 2, over 2, and so on. 
Fourth strij) over 1, under 2, over 2, and so on to 
form a stepped arrangement. 

LESSON 57. 

1. Have the child make with the pegs on the peg 
board concentric squares, each square a different color. 

2. Have the child paint the alternate rings drawn in 
lesson 55, red, yellow and blue, respectively, being very 
careful not to go beyond the lines. If he is unable to 
do this carefully enough with the water colors, have 
him use the colored crayon. Save. Review the fact 
that these are the three most important colors and are 
called First (Primary) colors. The intervening rings 
are to be left blank for the next painting lesson. 

LESSON 58. 

1. Have the child string the beads in a color and 
form arrangement of his own invention. 

2. Have the child begin to model a cylindrical "se- 
quence." Have him model a rolling pin, making a 
large cylinder first for the roller, then two small short 
cylinders for the handles at either end. 



77 



KINDERGARTEN AT HOME 

LESSON 59. 

1. Have the child arrange 4 squares and 4 triangu- 
lar tablets in forms of beauty, starting first from a cen- 
tre of squares, then from a centre of triangles. 







2. Have child arrange the parquetry papers in the 
best design made above in the tablets and paste in his 
scrap book. 

LESSON 60. 

1. Continuing the house "sequence" begun in lesson 
54, to-day have the child arrange the sticks and pegs 
to represent the dwellings of animals — a dog-kennel, a 
barn, a bird house. Never omit the conversation which 
in this case especially may be made most interesting. 

2. Have the child draw one or more of the houses 
made above with the sticks. 

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KINDERGARTEN AT HOME 




KINDERGARTEN AT HOME 



LESSON 61. 



1. Have the child arrange the sticks, pegs and quar- 
ter rings to represent the house of God — a church — with 
a steeple and cross. 




KINDERGARTEN AT HOME 

2. Have the child draw the church made above with 
the sticks. 

LESSON 62. 

1. Take 7 lentils out of the box, counting them out 
aloud as you do so and have the child do the same. 
Continue this up to 12 and have child make piles of each 
number of lentils as in lesson 5Q. 

2. Have the child finish mat begun in lesson 56. 

LESSON 63. 

1. Have the child put pegs or sticks in the holes of 
the cubical and cylindrical beads and lay out a park or 
garden using them as trees, shrubs, etc. 

2. Using the sheet of balloons begun in lesson 55 and 
partly completed in lesson 57, have the pupil mix red 
and yellow in the pan of his paint box and with the re- 
sulting color (orange) paint the blank ring left be- 
tween the red and yellow circles. Have him do the 
same with the yellow and blue, and blue and red, which 
form the colors green and violet, respectively. Tell 
him that these resulting colors as they are made from 
the "First" colors are called "Second" (Secondary) col- 
ors. This is a most important lesson and may be made 
the basis of a very interesting or imaginative discussion. 



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KINDERGARTEN AT HOME 

LESSON 64. 

1. Have the child string the beads in another color 
and form arrangement of his own invention. 

2. Continuing the cylinder "sequence" have the 
child model a mallet, making first a short, fat cylinder 
for the head, then a long thin cylinder for the handle. 

LESSON 65. 

1. Have the child arrange 4 squares, 4 triangles and 
4 circles (tablets) in "forms of beauty," taking squares, 
circles and triangles, respectively, as a centre for suc- 
cessive figures. 

2. Have the child select a sewing card that is un- 
sewn, lay it on a sheet of the black cutting paper, white 
side up, then, holding it firmly with his left hand, make 
dots through the holes with a pencil. Then removing 
the card have him connect the dots with a line and cut 
out to form a silhouette of the object. 

LESSON 66. 

1. Have the child arrange the sticks to form a "se- 
quence" of articles of bedroom furniture. Ask him 
what might be found in a bedroom. He might sug- 
gest and make a chair, a bed, a table, a couch, a bureau. 

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KINDERGARTEN AT HOME 

2. Tie a piece of shoestring about 4 inches long 
tightly around the foot of a piece of crayon. Have 
child fasten the other end with a pin stuck vertically 
through a sheet of paper into the table, then draw a cir- 
cle by moving the crayon around the pin as a centre. 
The string should be kept taut and the pencil vertical. 
Have the child practice till he can make a perfect circle 
in this way; then make concentric circles of different 
colors by shortening the string but using the same pin- 
hole for each circle. Call it a target and explain what 
a target is if he does not know. Save. 

LESSON 67. 

1. Have the child arrange the half rings to form a 
w^all paper border ; a flower bed border or other borders. 

2. Have the child sew another card or finish one al- 
ready begun. 

LESSON 68. 

1. Write the figures from 1 to 6 on a sheet of paper, 
making them two or three inches high, then have child 
copy them with the lentils. 

2. Have the child weave one-half of another mat to 
form a zig-zag design as follows : 



83 



KINDERGARTEN AT HOME 




LESSON 69. 



1. Have the child make a "form of beauty" with the 
pegs and the peg board, arranging them in rows some- 
what as a checkerboard mat was woven — thus, a peg 
in the first hole, then skip a hole and so on for the 
first row, then a peg in the second hole, then skip a 
hole and so on for the second row. The third row 
should be the same as first, and the fourth same as 
second. Two colors of pegs may be used, one for 
each row alternately. 

2. Give the child a sheet of white paper about 5 
inches square and have him fold the lower edge to ex- 
actly meet the top edge. Ask him what this resembles 
— a book. Ask him how many leaves it has and how 
many pages. Holding it in your hand, "read" a story 
to him out of it or describe the imaginary pictures you 
see there. Have him do the same. Then have him 

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KINDERGARTEN AT HOME 

fold it again in the opposite direction to form the "sing- 
ing book." Have him sing a song from the book. 
Open it out and he can see a "window" of 4 panes. 
Have him describe what he sees through the window. 
This may be made not only a most fascinating game 
but a very valuable exercise for cultivating the imagina- 
tion. 

LESSON 70. 

1. Have the child put a cubical bead on each end of 
a 3 inch stick and lay flat ; then do the same with 3 other 
sticks and lay in form of a square, laying 2 of the oppo- 
site sides of the square so that the beads are on top of 
the beads on the other two sticks. Have him put beads 
on other sticks in the same way and build them up on 
those already laid to form a log house or pen. 

2. Have child model a hat, then cut a narrow strip of 
colored paper and make a band and streamers. Ask 
him what shape the crown is. 



LESSON 71. 

1. Have the child arrange a limited number of the 
tablets of different forms and light and dark to make 
cross-hke forms or "sequences" in as many varieties as 
he can. 

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KINDERGARTEN AT HOME 




2. Have the child arrange the parquetry papers in 
the best design made above and paste in his scrap book. 

LESSON 72. 

1. Have the child arrange the sticks to form a "se- 
quence" of articles of furniture found in a kitchen — a 
stool, a broom, a clothes horse, a stove. 

2. Have the child draw half circles as directed for cir- 
cles in lesson 66, making several circles close together 
of each color and in the order of the spectrum, thus 
forming a rainbow. 

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KINDERGARTEN AT HOME 




LESSON 73. 

1. Have the child arrange sticks and half rings to 
form a bridge with arches, a colonnade, a row of win- 
dows, etc. 

2. Have the child fold "The Book" (lesson 69-2) then 
open and fold the two edges to coincide with the centre 
line. What does this resemble when stood upright? 
A pair of doors or window with shutters. Partly open 
to form "The Table." Crease the centre line in the 
opposite direction and stand on end to form "The 
Screen" and have pupil tell what imaginary things are 
behind it. 

LESSON 74. 

1. Write the figures from 7 to 12 on a sheet of paper, 
making them two or three inches high, then have the 
child copy them with the lentils. 

2. Have the child complete the mat begun in lesson 68. 

87 



KINDERGARTEN AT HOME 

LESSON 75. 

1. Have the child arrange the pegs on peg board to 
make "forms of beauty" as described in lesson 69 but of 
an original design. 

2. Have the child make 3 circles on a sheet of paper, 
drawing them around a silver dollar or a large ring. 
Then have him divide each in half by drawing a line 
through the centre — a diameter — and paint the first, 
half red and half yellow; the second, half yellow and 
half blue ; the third, half blue and half red. Save these 
for cutting out to be used on a top to show "secondary" 
colors obtained when each pair of "primaries" is blended 
in spinning. 






LESSON 76. 

1. Give the child 2 shoe-strings and have him make 
a necklace as follows, first choosing his color scheme 
of 2 colors only. Thread both strings through a cyl- 
inder, then each string separately through a sphere so 

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KINDERGARTEN AT HOME 

that they will lie alongside of each other instead of in 
line, then both strings through a cylinder and so on. 
2. Have child model a cup and saucer. 



LESSON 77. 

1. Have the child arrange a limited number of the 
tablets in different forms and light and dark to make 
whirhgig forms or "sequences," of which the "swastika'* 
is the simplest. Ask him why these forms suggest 
motion about a centre — turning. 



The "swastika" cross or Thor's Hammer is a symbol 
of good luck found in various forms in all parts of the 
world among all people and from earliest times. 

2. Have the child cut out the colored circles made in 

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KINDERGARTEN AT HOME 

lesson 75. Make a top that may be spun by a twist of 
the fingers, either by putting a wooden plug through 
a silk spool or a stick through the centre of a circle of 
heavy cardboard, a large button or a circle of tin cut 
out of the top of yeast powder box with a can opener. 




The stick should fit tightly and be exactly at right 
angles to the plane of the disc. Then puncture a hole 
through the centre of each of the colored circles so that 
they may be placed on the top and have him spin each in 
turn and notice the colors resulting from the blend of 
the pairs of primary colors. 

LESSON 78. 

1. Have the child arrange the sticks to form a "se- 
quence" of tools that are used in the house, in the gar- 
den, in a shop, etc., thus, a hammer, a rake, a pitchfork, 
a brace and bit. 

2. Draw a line either curved or straight that forms 

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KINDERGARTEN AT HOME 

a part of some tool and ask the child to finish it, 
thus: 




He will guess that it is meant for the teeth of a saw 
and would probably complete it thus: 




Draw other lines in the same way and have pupil 
finish. It is not necessary that the child should make 
the tool the parent has in mind, but it is a good test of 
his ingenuity and seldom fails to bring out the most 
enthusiastic response, so that, "Please draw me a line, 
mother," may be found an oft repeated request outside 
of regular school hours. 

LESSON 79. 

1. Have the child arrange the sticks and rings to 
form articles found about the house, — a tea cup, a lamp, 
a coffee-pot, an umbrella, etc. 

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KINDERGARTEN AT HOME 

2. Have the child fold "The Book" (See lesson 
69-2), then without opening, fold lengthwise again, 
then end to end to form the 8 leaved singing book. 
Open the singing book and fold each end to the centre 
line and partially open to form the "Foot Stool." 






Open out to the original square which will now be 
creased into a checkerboard of 16 squares. Fold this 
in half; then fold over the upper right hand corner and 
partially opening this end, press down to make "The 
Barn," as shown below. By treating the opposite 
corner in the same way, we get "The House." 

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KINDERGARTEN AT HOME 








LESSON 80. 

1. Have the child make on his table a large circle of 
lentils, then using the sticks, make it into the face of a 
clock. He will probably not be old enough to be taught 
how to tell time but if he can count up to 12, he may 
learn the hour by the short hand, ignoring the long 
hand for the present. Of course he should have a clock 
or watch or one drawn for him to copy from. 

Ask him to show which way the hands of a clock 
move, by rotating his finger in the air. Tell him this 
motion is called clockwise and the opposite direction is 
called contra-clockwise. Ask him if clockwise is the 
same as motion in a circle from left to right, as it is 
often mistakenly described, and when clockwise motion 

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KINDERGARTEN AT HOME 

is from right to left. Tell him that almost everything 
is screwed or wound up clockwise and unscrewed or un- 
wound contra-clockwise. This is an important idea of 
direction which many people never learn, although it 
is knowledge for which there is almost daily demand. 

2. Have the child weave half a mat starting with the 
centre strip and weaving alternately one above and one 
below the middle strip, so that the design in the upper 
half will be a reversal of that in the lower. 

LESSON 81. 

1. Have the child arrange the pegs to make "forms 
of beauty" in color, thus: Have him put a red peg in 
the first hole, then a yellow in the second, then a red in 
the third and so on alternately. 

2. Have the child paint a finished sewing card in an 
appropriate color. 

LESSON 82. 

1. Have the child string the beads, using two strings, 
as directed in lesson 76, but inventing his own color and 
form arrangement. 

2. Have the child model a horseshoe, making first 
a very long cylinder, thicker in the middle than at the 
ends, then bending it into shape, flattening it and mak- 
ing nails with the lentils. 

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KINDERGARTEN AT HOME 

LESSON 83. 

1. Have the child arrange a limited number of tablets 
in triangular form, thus : 




2. Have the child fold "A Fan" as follows: Take a 
sheet of paper about letter size, 8x10, and fold the short 
edge over about half an inch. Invert and fold this strip 
back. Invert and do the same, and continue in this way 
till the entire width of the paper is folded into these nar- 
row strips. Pinched together at one end, spread at the 
other this forms "The Fan." Opened out it forms. 
"The Washboard." 



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KINDERGARTEN AT HOME 





LESSON 84. 

1. Have the child arrange the sticks to make straight 
lined objects found about a house — a window, a panelled 
door, a ladder, steps, shelves, a trunk, etc. 

2. Have the child draw clockwise circles or scrolls 
with his index finger held in the air, then with crayons 
on paper. (See lesson 80-1.) Have him indicate 
the direction by drawing one or more arrow heads on 
the circles. Have him in the same way make contra- 
clockwise circles, first in the air, then on paper. 





Clockwise. 



Contra-clockwise. 



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KINDERGARTEN AT HOME 

LESSON 85. 

1. Have the child arrange the sticks and rings to 
form different toys — a drum, a sled, a top, a kite with 
tail, etc. 

2. Have the child take a letter size sheet of paper 
and fold a short edge so that it coincides with the adja- 
cent long edge. Have him then, without opening it, 
fold the folded edge to the same long edge twice in suc- 
cession to form "The Dart," with which he may have 
some harmless sport in casting it at the target made in 
lesson 66. 




LESSON 86. 

1. As a preparation for this lesson, take the child out 
of doors on a winter evening just before he goes to bed 
and let him look at the stars. Tell him that they are 
suns so very, very far away that they seem small. Tell 
him that long, long ago men thought the stars made 
pictures, and point out the Big Dipper in the northern 
heavens which some thought looked like a bear, others 
like a wagon and still others like a dipper. Point out 

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KINDERGARTEN AT HOME 

other constellations and tell what they were supposed 
to picture, then at his lesson have him make the Big 
Dipper with lentils and any other constellations he may 
remember. 




2. Have the child complete the mat begun in les- 
son 80. 

LESSON 87. 

1. Have the child arrange the pegs as in lesson 81, 
but inventing his own color scheme. 

2. Have the child begin a light "sequence." Ask 
him what things in nature give hght — the sun, moon 
and stars; what things invented by man — candle, lamp, 
gas, electric light. Have him then draw a horizontal 
line through the centre of a sheet of paper to represent 
the horizon — why is it called a horizontal line? — and in 
the centre draw, with the help of a ring or coin, a half 
circle resting on the line — then color it orange or red 
to represent the setting sun. Rays of the same color 
drawn from the sun help the effect. Then have him, 

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KINDERGARTEN AT HOME 

on another sheet, draw a crescent moon and color it 
yellow. 





LESSOX 88. ; 

1. Have the child string the beads, using two strings 
and inventing his own color and form arrangement. 

2. Have the child model a candlestick. Review the 
previous conversation on light and continue it in this 

lesson. 

] 

LESSON 89. 

1. Have the child arrange the square and circular 
tablets in a border of his own design around the edge of 
his table. 

2. Have the child make paper towels by cutting a 
sheet of paper into oblongs about 3"x5'', then slitting 
the end of each up about 1/4 inch to form a fringe. 
Have him try to make all the slits as accurately the 
same width and length as possible. Save. 

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KINDERGARTEN AT HOME 

LESSON 90. 

1. Have the child arrange the sticks and rings in a 
light "sequence" to form a candle, a lamp, a gas jet, an 
electric light bulb. 





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KINDERGARTEN AT HOME 

2. Have the child draw the light "sequence" — a 
candle, a lamp, a gas jet and an electric light bulb. 



LESSON 91. 

1. Have the child arrange a limited number of rings 
and parts of rings in "forms of beauty." 

2. Have the child sew or complete another sewing 
card. 

LESSON 92. 

1. Have the child copy with the lentils the design of 
the next sewing card. 

2. Have the child weave one-half a mat to form a 
design made of units of squares, as follows : 




LESSON 93. 

1. Have the child arrange the pegs of one color to 
make "forms of beauty" of his own invention starting 

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KINDERGARTEN AT HOME 

from the centre and working outward. Whenever he 
places a peg on one side, he should place one to cor- 
respond on the other side (Law of Opposites) . Save. 

2. Have the child paint parallel red lines at each end 
of towel above fringe (made lesson 89) , yellow lines for 
the second and blue for the third. 

LESSON 94. 

1. Have the child string the beads on one string, 
starting with a bead at the centre and adding beads to 
each side alternately so as to form a design symmetrical 
or balanced with regard to the centre, not a repeating 
or rhythmic design as heretofore. Thus, he might use 
a red cylinder for the centre and flank it by five or six 
green spheres on each side, then a yellow cube and again 
the same number of spheres. 

2. Have the child model a shoe using lentils for the 
buttons. 

LESSON 95. 

1. Have the child arrange the circular and triangular 
tablets in a border of his own design around the edge 
of his table. 

2. Have the child fold sheet of colored cutting paper, 
not less than six inches square, corner to diagonally op- 

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KINDERGARTEN AT HOME 

posite corner, then a second and a third time acute 
corner to acute corner till he has eight triangles lying 
one on top of the other. 






All folding should be most carefully done, the edges 
exactly meeting and the fold creased down firmly and 
evenly. The eight open edges should be held to the 
left. This is the usual folded form from which four 
sided figures are cut. Have the child then make two 
vertical cuts as indicated by the dotted lines in the illus- 
tration. Then open the three pieces thus resulting and, 

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KINDERGARTEN AT HOME 

after arranging them in a "form of beauty," paste 
them. 





LESSON 96. 

1. Have the child arrange the sticks in a "sequence" 
of "'gons," and have him learn the names — triangle, 
square, pentagon, hexagon, octagon. 





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KINDERGARTEN AT HOME 





2. Have the child draw diiFerent toilet articles — a 
comb, brush, hand mirror, etc. 

105 



KINDERGARTEN AT HOME 



LESSON 97. 

1. Have the child arrange the rings in a "sequence'* 
of "foils" and have him notice that the foils are made 
with curved lines exactly as the "'gons" are made with 
straight. Have him learn the names and their sym- 
bolism : trefoil — emblem of the Holy Trinity, Three in 
One — therefore used in church decoration; quatrefoil — 
emblem of four Evangelists, also good luck — four leaf 
clover. 




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KINDERGARTEN AT HOME 

2. Have the child sew or complete another sewing 
card. 

LESSON 98. 

1. Have the child arrange the lentils or string of wet 
worsted in a "sequence" of "rosettes," and have him 
notice that the rosettes resemble foils. 






2. Have the child finish mat begun in lesson 92. 

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KINDERGARTEN AT HOME 

LESSON 99. 

1. Have the child place diiFerent shaped beads of 
one color over the pegs arranged in lesson 93 to form 
a design of his own invention. 

2. Have the child paint another sewing card. 

LESSON 100. 

1. Have the child string the beads as described in 
lesson 94, using a different balanced arrangement. 

2. Have the child model a teapot. 

LESSON 101. 

1. Have the child arrange the square, circular and 
triangular tablets in a border design of his own inven- 
tion around the edge of his table. 

2. Have the child fold a sheet of the 
colored cutting paper as described in 
lesson 95, cut as indicated by the dotted 
line, then open, arrange the parts in a form of beauty 
and paste. 

LESSON 102. 

1. Draw the following straight lined letters of the 
alphabet, print forms, A, E, F, H, I, K, L, on a sheet 
of paper, making them two or three inches high, then 

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KINDERGARTEN AT HOME 

have child copy them with the sticks. Have him in- 
cidentally learn as many of the names as he will readily 
acquire.* 

2. Have the child draw the above letters in different 
colored crayons. 



LESSON 103. 

1. Have the child arrange sticks and whole and half 
rings in a border design. 

2. Have the child make a pin wheel by folding a red 
square corner to diagonally opposite corner, open, fold 
the other corner to opposite, open and slit down the 
creases to within an inch of the centre, fold alternate 
corners to centre and fasten to stick with pin. 





* According to the approved method of teaching reading and writing the 
letters are not learned first. There is however no conflict in having the 
child learn to recognize the letters in this incidental way in the kindergarten. 



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KINDERGARTEN AT HOME 

LESSON 104. 

1. Have the child copy with the lentils the design of 
the next sewing card. 

2. Have the child weave a mat of a design of his own 
invention. 

LESSON 105. 

1. Have the child arrange pegs of one color to make 
"forms of beauty" as he did in lesson 93. Then have 
him substitute different color pegs for those of the one 
color used so that the design will be one of color as well 
as arrangement. Save. 

2. Have the child make a pin wheel, as described in 
lesson 103, using a sheet of red and a sheet of blue 
paper placed back to back so that both colors show 
when finished. 

LESSON 106. 

1. Have the child string the beads as described in 
lesson 94 but using 2 strings instead of one. 

2. Have the child model a square, a pyramid and a 
cone. Have him learn their names, notice in what re- 
spects they are similar and mention "forms of life" in 
these shapes. 

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KINDERGARTEN AT HOME 



LESSON 107. 

1. Have the child arrange the tablets to form a single 
unit, then repeat this unit to form a mosaic design. 

2. The occupations in paper folding which follow, it 
is almost as difficult to describe clearly as it would be 
to give directions for making cats' cradles and yet most 
of the forms are so familiar that from the steps given 
there should be little difficulty in making the various 
shapes. 

Give the child a sheet of oblong paper about letter 
size, that is, about 8''xlO'', and have him make "The 
Tent," "The Envelope" and "Frame," from dictation, 
as follows: 

(A) Fold a short edge till it coincides with the 
adjacent long edge and crease (iron) down firmly. 
Have him then fold back the oblong piece remaining 
and either tear or cut it off. Tell him this is the way 
he can always make a square from an oblong or test a 
piece of paper or any other material to see if it is 
square. The square folded thus, corner to corner, he 
may then call a tent. This is the first step. 

(B) Open the square out flat and fold in the op- 
posite direction, corner to corner; open out and fold one 
edge to opposite edge, open again and fold in opposite 
direction. When he now opens out the square it will 

111 



KINDERGARTEN AT HOME 



be creased in four intersecting lines — 8 lines radiating 
from the centre. This is the second step. 

(C) Fold each corner to the centre. This is the 
third step— "The Envelope." 

(D) Fold back each of the centre triangular points 
to the edge of the envelope, thus forming "The Frame." 






B CD 

A square of red coated paper (red on one side, white 
on the other) may be used for the above, in which case 
the folding should be done with the red side down so 
that "The Envelope" when finished will be red. 

112 



KINDERGARTEN AT HOME 

LESSON 108. 

1. Draw the following straight lined letters of the 
alphabet, print forms, M, N, T, V, W, X, Y, Z, on a 
sheet of paper, making them two or three inches high, 
then have child copy them with the sticks. Have him 
incidentally learn as many of the names as he will read- 
ily acquire. 

2. Have the child draw the above letters in different 
colored crayons. 

LESSON 109. 

1. Have the child arrange the rings, halves and quar- 
ters in a design about a centre. 

2. Have the child fold a square of paper to make 
"The Case" and "The Crown" as follows: 

(A) Fold square of paper to make "The Envelope" 
(described in lesson 107). 

(B) Invert and fold the corners to the centre to form 
"The Case." He will then have four triangles on the 
upper side and four squares on the lower side. 

(C) Invert "The Case" and fold an outside corner 
to the diagonally opposite outside corner so that the 
four small squares are inside. 

(D) Holding the triangle thus formed in the left 
hand with the two points up, lift up the left hand, small, 

113 



KINDERGARTEN AT HOME 

inside square and crease it back and the right hand, 
inside square likewise, and he has "The Crown." 




LESSON 110. 

1. Give the child a copy of his own first or pet name 
written very large — letters several inches in height — 
and have him lay the lentils over the lines. 

2. Have the child fold a sheet of paper as for "The 
Fan," described in lesson 83. Have him iron down the 
creases with a paper cutter, then tear off each strip very 
carefully or separate into strips with the paper cutter. 
In either case it is important for success that the folds 
should be firmly ironed down to present a sharp edge. 
As a preparation for this lesson, the child might separate 
the uncut edges of a magazine or book with a paper 
cutter. 

Have him take two of the strips thus made, and plac- 
ing the end of one on the end of the other and at right 
angles to it, fold the lower across the upper, each one 
alternately, till each strip is entirely folded up. Paste 
the last fold to the one beneath, invert and do the same 

114 



KINDERGARTEN AT HOxAlE 



with the first square and when pulled out he has "The 
Accordion." 



\|/ 



<■ 



Second over. 



LESSON 111. 

1. Have the child place different shaped beads over 
the form of beauty made in lesson 105, using the same 
color beads as the pegs over which they are placed. 

2. Have the child fold a paper to make "The Bed," 
"The Cradle" and "The Trough," as follows: 

(A) Make "The Crown" (described in lesson 109). 

( B ) Fold back the points that stand up in the centre 
to form "The Bed." 

115 



KINDERGARTEN AT HOME 

(C) By folding one end point down into the inside 
this may be converted into "The Cradle." 

(D) By doing the same with the other point "The 
Trough" is made. 




LESSON 112. 

1. Have the child string the beads in a balanced ar- 
rangement, using two strings. 

2. Have the child model a boat using sticks for masts 
and bowsj^rit. 

LESSON 113. 

1. Have the child arrange the tablets to form an- 
other mosaic design of his own invention. 

2. Have the child fold paper to make "The Salt Cel- 
lar" or "Nose Pincher," as follows : 

(A) Make "The Case." 

(B) Invert, so that the 4 squares are up, then: 

(C) Holding the case with the left hand under it, in- 
sert 4 fingers of the right hand beneath the small 

116 



KINDERGARTEN AT HOME 

squares, thrusting them down into the corners, at the 
same time that the centre, of the case is pushed up from 
beneath and pinched together by the fingers of the right 
band. 



LESSON 114. 

1. Draw the following letters of the alphabet, B, C, 
D, G, J, as was done in lesson 108, and have the child 
copy them with the sticks and portions of rings. Have 
him incidentally learn as many of the names as he will 
readily acquire. 

2. Have the child draw the above letters in different 
colored crayons. 

LESSON 115. 

1. Have the child arrange the rings, halves and 
quarters in flower designs. 

2. Have the child fold paper to make "The Table" 
and "The Windmill," as follows: 

(A) Make "The Envelope" (see lesson 107). 

117 



KINDERGARTEN AT HOME 

(B) Then, instead of inverting to make "The Case,'* 
fold each corner to the centre, "The Tray." 

(C) Holding "The Tray" in the left hand and keep- 
ing the points of the triangles as nearly as possible in 
place, pull out from underneath each of the square 
points and crease them backwards so that 4 large tri- 
angular wings stand up. Inverted, this forms "The. 
Table." This is rather difficult but important, for 
several interesting forms are made from it. 

(D) Fold these back, as shown below, to make "The 
Wind Mill." 



LESSON 116. 

1. Give the child the copy of his own first name 
written for him in lesson 110, then have him copy it on 
the table with the lentils. 

118 



KINDERGARTEN AT HOME 

2. Have the child make strips as directed in lesson 
110. Then have him roll each strip up tightly on a 
stick. Have him pull out the inside of two of the rolls 
to form "curls" which he may tuck behind his ears. 
Have him paste the loose end of each of the remaining 
rolls, then punch out their centres to form "The Lamp- 
lighter," or horn. By pinching the larger end, "The 
Spoon" and "Shovel" are made. By slitting up the 
large end thus flattened, "The Fork," "Paint Brush" 
and "Broom" are made. 




y 



LESSON 117. 

1. Have the child arrange different colored pegs and 
beads in a design of his own invention. 

119 



KINDERGARTEN AT HOME 

2. Have the child draw around his left hand placed 
on a sheet of paper, the fingers extended, then paint in 
the outline to form a glove. 

LESSON 118. 

1. Have the child string the beads in another bal- 
anced arrangement, using 2 strings. 

2. Have the child model a chain, rolling out very 
long cylindrical pieces and joining their ends, first in- 
serting each in the link already made. 

LESSON 119. 

1. Have the child make another mosaic design of his 
own invention. 

2. Have the child fold paper to make "The Double 
Boat," as follows: 

(A) Make "The Wind Mill" (see lesson 115). 

(B) Fold 2 wings so that they lie alongside of each 
other in one direction and the other 2 in the opposite 
direction. 

(C) Invert and fold in half, lengthwise to form 
"The Double Boat." 




120 



KINDERGARTEN AT HOME 

Various other forms may be made by folding the 
wings of "The Wind Mill" in different directions. 



LESSOX 120. 

1. Draw the remaining letters of the alphabet, O, P, 
Q, R, S, U, as was done in the preceding lesson and 
have the child copy them with the sticks and portions 
of rings. Have him incidentally learn as many of the 
names as he will readily acquire. 

2. Have him draw the above letters in different col- 
ored crayons. 



121 



THANKSGIVING LESSONS. 



1. Have the child arrange the sticks, lentils, etc., to 
form a bow and arrow, and a tomahawk. Ask him who 
use bows and arrows and tell him what connection the 
Indians had with Thanksgiving. When the Pilgrims 
first came to this country they found many Indians, 
some friendly, others hostile. After they had been 
here about a year, they gave thanks that their lives had 
been spared and that their first crops had been success- 
ful. The friendly Indians had taught them how to 
grow Indian corn or maize. (In Europe they call 
wheat and other grain "corn.") This was the first 
Thanksgiving Day. 

2. Have the child draw arrows with barb and feath- 
ers. 





II 

1. Have the child arrange the lentils to form a wig- 
wam, a canoe and a "pipe of peace" and explain that 

122 



KINDERGARTEN AT HOME 

the Indians smoked a pipe with the white men to make 
a treaty of peace. 

2. Have the child model "mud pies" 
• — bread, cake, plum-pudding, etc., for 
a make believe Thanksgiving Dinner. 

Ill 

1. Have the child pop corn and 
string it on a thread. 

2. Have the child make cornucopias 
of different colored paper by folding 
and pasting an edge of a square sheet 
of paper to the adjoining edge and 
cutting and pasting a paper loop to 
the upper corner. Have him fill it 
with pop-corn and give it to a friend. 
Explain that a cornucopia means "horn 
of plenty" and ask the child why It and 
the corn are appropriate to Thanks- 
giving. 




123 



CHRISTMAS LESSONS. 

I 

1. Have the child arrange the sticks to form a 5 
pointed star and then a 6 pointed star or Solomon's 
seal (the Jewish emblem), then an 8 pointed star. 
Call his attention to the fact that the Solomon's seal is 
made of two triangles. Ask him which he likes best. 
Do the stars in heaven have points? No, but they 




124 



KINDERGARTEN AT HOME 

give out rays of light which are something like points. 
Tell him the story of the Star of Bethlehem. 




2. Have the child finish a mat or a sewing card for 
a Christmas present. Have him learn to do up a 
Christmas book or bundle. The wrapping paper 
should be cut to such a length that it will only lap about 
an inch when wrapped around the book and its width 
should be the length of the book plus twice its thick- 
ness. 

125 



KINDERGARTEN AT HOME 




(A) Wrap the width of the book in the length of the 
paper and hold down the lap with left hand. 

(B) Press down the paper extending over each end 
and crease it into the corners. 

(C) Crease the paper extending over the sides and 
fold back to the end. 

(D) Crease down the paper extending under the bot- 
tom and fold up. 

(E) Fasten end flaps and centre lap with parquetry 
paper pasted on them or tie with string. 

126 



KINDERGARTEN AT HOME 




II. 

1. Have the child arrange the sticks to form a stable, 
a manger. Tell him the part of the Christmas story 
connected with what he is making. 

2. Have the child draw a Christmas tree with candles 
on it. Have him make Christmas bells by cutting a 
folded sheet of paper as shown below, then paste and 
connect with a ribbon made with crayon. 



"C 




III. 

1. Have the child arrange the dark and hght tablets 
to form a chimney. 

127 



KINDERGARTEN AT HOME 

2. Have the child draw stockings and paint them 
different colors. 

IV. 

1. Have the child arrange the dark and light tablets 
to form a fireplace and use the red pegs to make a 
wood fire. 

2. Have the child cut lancet shape strips of red pa- 
per, arrange them about a centre and paste to make 
poinsettia leaves. 




V. 

1. Have the child arrange the sticks and quarter 
rings to make holly leaves and put in the berries with 
lentils. 

128 



KINDERGARTEN AT HOME 

2. Have the child draw, or draw for him, a holly 
spray and have him color the leaves and berries. 



VI. 

1. Have the child arrange sticks and part rings to 
form church windows. 




2. Have the child fold a square of colored paper edge 
to edge, then cut slits % inch apart from the folded 
edge to within half an inch of unfolded edge; then open 
and paste edges together, so that strips run length- 
wise, to form a lantern. Cut another strip and paste 
to top edge for a handle. These make very decorative 
Christmas tree ornaments. 

I 129 



KINDERGARTEN AT HOME 



rT\ 





VII. 

1. Have the child arrange the tablets to form dif- 
ferent kinds of crosses and have him learn their names — 
the Egyptian or T Cross, the Latin Cross, the Greek 
Cross, the Maltese Cross. 



The Egyptian or T Cross. 



The Latin Cross. 



130 



KINDERGARTEN AT HOME 




The Maltese Cross. 



The Greek Cross. 

2. Have the child make chains of different colored 
paper as described in lesson 41 for Christmas tree deco- 
ration. 



131 



ST. VALENTINE'S DAY. 
I. 

1. Have the child arrange the sticks and pegs to rep- 
resent a letter — obverse side with postage stamp; re- 
verse side showing diagonals. 

2. Have the child fold a piece of the red cutting 
paper in half, white side out. Draw a line for him as 
shown below and have him cut out, open and paste. 
Ask him why hearts are associated with St. Valen- 
tine's Day. 

Have him practice cutting others free-hand. 



\ 



\ 
\ 
\ 
\ 



132 



KINDERGARTEN AT HOME 

Have him make an envelope for his heart valentine 
as described in lesson 107, joining the flaps by pasting 
a small red heart at their meeting point. 

II. 

1. Have the child arrange the sticks to represent a 
street lamp-post with letter box. 

2. Have the child cut several hearts, large and small, 
paste on a sheet of paper and connect by a ribbon made 
with the red crayon. 




III. 

1. Have the child arrange the sticks and half rings to 
make 4 hearts around a centre in the form of a four 
leaf clover design. 

2. Have the child cut and paste a valentine as fol- 
lows: Fold a square sheet of red paper as directed in 
lesson 95, that is, corner to corner 3 times in succession, 
then holding the closed edge to the right, cut lines 
which the parent should draw as shown below. 

Then open and paste. 

133 



KINDERGARTEN AT HOME 






134) 



WASHINGTON'S BIRTHDAY. 
I. 

1. Tell the child something about George Washing- 
ton, and then have him arrange the sticks, lentils and 
rings to represent a soldier's cap, a cannon, etc. Tell 
him the connection with Washington. 

2. Have the child draw with crayon a hatchet, a clus- 
ter of cherries, or a cherry tree with cherries on it and 
tell him the story of Washington and the cherry tree. 

II. 

1. Have the child arrange the sticks and lentils to 
form a United States flag, using the sticks for stripes 
and the lentils for stars. 

2. Have the child draw with the red crayon a row of 
fire crackers with fuses. Have him make powderless 
fire crackers as follows: Roll up on a stick strips of 
red paper 2 inches wide, paste the loose end and insert 
a piece of string in the centre for a fuse. 

III. 

1. Have the child arrange the tablets to form a fort. 

2. Have the child fold several sheets of paper in half, 

135 



KINDERGARTEN AT HOME 

draw lines for him as shown below and have him cut out 
to form shields. Paste. 




^ 




IV. 

1. Have the child put beads on sticks to represent 
soldiers and set them up in line as if marshaling an 
amiy. Two blue cylinders with a spherical bead on 
top might represent ordinary soldiers, three cylinders 
with a bead on top, captains and so on. Save. 

2. Have the child with the aid of the teacher cut and 
paste a United States flag using the red weaving strips 
for the stripes — 7 red and 6 white (the blank spaces 
between the red) — and a square of blue through which 
holes have been punched for the canton, as the space in 
the corner is called. 

136 



KINDERGARTEN AT HOME 

V. 

1. Have the child place beads on sticks to make ar* 
opposing army of red coats and draw them up in line of 
battle against the blue coats made in preceding lesson. 
Have him also make cannons — several cylinders on a 
stick, and flags — a cylinder supporting a stick to the 
top of which a piece of parquetry paper has been pasted. 

2. Have the child fold a sheet of newspaper to make 
a cocked hat, as follows : 

(A) Placing the newspaper before him in reading 
position, have him fold the upper edge down to the 
lower. 

(B) Fold the right edge to left and open to give a 
vertical crease down the centre. 

(C) Fold the upper left and right hand corners 
down so that the upper edges meet in a vertical line in 
the centre. 

(D) Fold half the thickness of the oblong strips of 
paper at the bottom up; invert and fold the remaining 
thickness of paper up. 

The hat will retain its shape if worn, but to make 
it secure it may be pinned, care being taken however 
that the pin point does not protrude. A tassel or 
plume made of gayly colored tissue paper pinned to the 
top point of course makes the hat more gay. The 
hat may be made smaller and still more secure and 

137 



KINDERGARTEN AT HOME 

neater as follows: Stretch the sides of the hat apart 
so that the front and back peaks come together, lap the 
projecting corners of the hat rim and fold the lower 
corners up to the top. 





1 



138 



THE CHILD'S BIRTHDAY. 



1. Have the child string a necklace of beads of the 



color of his birth-stone or of his own birth-stone 
with others. 



'set' 



January, Garnet 
February, Amethyst 
March, Bloodstone 
April, Diamond 
May, Emerald 
June, Agate 



July, Ruby 
August, Sardonyx 
September, Sapphire 
October, Opal 
November, Topaz 
December, Turquoise 



2. Have the child cut a star with help of the parent, 
as follows: Fold a square sheet of paper (gold paper 
if it can be obtained) as described in lesson 95, that is, 
corner to corner, 3 times in succession, then holding the 
closed edges to the right cut in the lines indicated below : 




This will give an eight pointed star which the child 
will take delight in wearing pinned to his breast or sus- 
pended from the necklace of beads he has made. 

139 



KINDERGARTEN AT HOME 



If the child is five years old, it is much more appro- 
priate to cut a five pointed star. To do this, have him, 
first, arrange the sticks in a star form : 

Then holding each stick firmly with his left hand draw 
around it after which of course it may be cut out. 

If the child is six years old, a six pointed star may be 
cut from folded paper as follows : 

Fold a square of paper corner to corner, then corner 
to corner again. Then, instead of folding corner to 
corner a third time, fold each acute angle corner towards 
the centre so that each exactly overlaps the other before 
ironing the edges down. Then cut as indicated below: 





.Cut. 



\IQ 



KINDERGARTEN AT HOME 

Have the child make a crown with the parent's help. 
Take a strip of heavy paper or cardboard about 18 
inches long and 3 inches wide and have the child ar- 
range the sticks in a zigzag border along the edge, or 
the sticks and rings. Then have him draw in the design 
thus made, cut out and paste or sew the two ends to- 
gether. 





The crown is improved in appearance if covered with 
gold paper or if circles and squares of colored par- 
quetry are pasted along the edge or in the points to 
represent jewels. 



141 



UNDIRECTED WORK 



The following suggestions for "busy work" and play 
will be found valuable whenever the child is restless or 
at a loss how to occupy himself. For this work the 
table and chair may be used as in directed work, though 
often the floor is a better place. The materials are 
such as may usually be found in almost any household. 

1. Give child a needle threaded with stout thread and 
some cranberries, acorns or grains of corn (soaked over 
night) and have him thread them into a necklace or 
chain. 

2. Have him make a necklace as above, alternating 
the berries and the corn. 

3. Have him knit reins on a spool knitter which may 
be purchased very cheaply or made by 
driving 8 heavy pins or wire nails in 
pairs into the top of an empty thread 
spool. 

To knit the reins proceed as follows : 

(A) Wind the loose end of a ball of 

worsted once around each of the pairs 

of pins in succession to the right and 

pass loose end through spool. 

142 




KINDERGARTEN AT HOME 

(B) Grasping the ball end of the worsted between 
thumb and first finger of left hand together with the 
worsted, pass it to the left above the loops on each pair 
of pins. 

(C) With a needle held in the right hand, lift up the 
under loop, drop it over the top of the pair of pins and 
pull with right hand on thread running through spool 
to tighten up the work. 

Continue (B) and (C) till "reins" are completed. 
Different colored worsteds may be used, dividing the 
reins into different colored pieces. 

4. Give the child a small mirror or piece of one — but 
without jagged edges — or even a glass of water, and 
have him hold it in the sunlight and cast reflections on a 
shaded surface — the wall, ceiling and different objects 
in the room. Froebel's title, "The Light Bird" suggests 
the fanciful turn this play may take. 

5. Give the child a glass prism and have him use it 
similarly to throw rainbows around the room. 

6. Have the child blow soap bubbles. 

7. Have him cut out of old magazines or illustrated 
catalogues all the pictures of houses and grounds he 
can find, then trim close very carefully and paste in 
scrap book. 

8. Have him cut out pictures of parlors or parlor 
furnishings and mount on a separate page of scrap 
book. If the page is ruled for him as shown below, the 

143 



KINDERGARTEN AT HOME 

effect of a room is given and the furnishings may be 
placed as they would naturally be arranged, adding 
much to the appearance and interest. 




9. Have him cut out pictures of dining room furnish- 
ings and paste as described above. 

10. Have him cut out pictures of kitchen furnishings. 



11. " 




" " bedroom 


12. " 




" hall 


13. " 




" " bathroom 


14. " 




" " grocery store 


15. " 




" " barn or stable 


16. " 




" " clothing store 


17. " 


>> 95 J' 


" " other store 



144 



KINDERGARTEN AT HOME 

18. Have him cut out pictures of toys 
^*^- ilowers 

20. Have him cut out and paste Animals in the same 
way, and cut and paste strips of paper across the front 
of room to make a cage with bars. 

21. Have him make a quantity of paper money by 
putting a penny, five cent piece, dime, etc., under a sheet 
of drawing paper and, holding it steady, rub crayon or 
flat unsharpened end of pencil over it till design shows, 
then cut out carefully and preserve for playing store. 

22. Have him cut out of the advertisements in maga- 
zines, pictures of shoes, of which many kinds may usu- 
ally be found, then duplicate by drawing around the 
edge of each shoe on blank paper and cutting out. Have 
him then play shoe-store, arranging the shoes in pairs 
and all the shoes of a kind in rows and selling for the 
paper money. 

23. Have him make balls of crumpled up newspaper 
and standing at a distance of ten to fifteen feet see how 
many times in ten shots he can knock down peg board 
set up on edge of table. 

24. Have him set up a three inch peg in centre of peg 
board and four others in a square around it, and sitting 
at a distance of two or three feet, try to ring the pegs 
with a Ninth Gift whole ring-. 

25. Cut out a large picture from magazine, paste it 
on a piece of cardboard— top of a box will do— then cut 

145 



KINDERGARTEN AT HOME 

the picture into irregular shaped pieces, not too small, 
and have child fit them together (mosaic puzzle). 

26. Have him make a ball for catching, as follows: 
Snip a piece of cloth with scissors at intervals of I/2 
inch, then have him rip it into strips. Tie these together 
and wind into a ball. Make it fast with thread and 
needle or by winding with soft yarn. 

27. Make a "Spinner" as follows: Cut a circular piece 
of tin from top of a yeast powder can, punch two holes 
about half an inch apart, one on each side of the centre, 
thread a yard of string through the holes and tie the 
ends together. Grasping a loop in the fingers of each 
hand with the tin disk on the string half way between, 
swing the disk with the motion given a jumping rope 
till the parallel strings are twisted about each other, 
then pull the hands apart to make the strings unwind, 
release the pull to allow the strings to twist up in the 
opposite direction, pull again to unwind and so on. 
While the disk is rapidly rotating, care should be taken 
that it is not brought near the face. 

28. A pile of clean sea shore sand in a large low box 
or out of doors will afford endless amusement for a child 
given a spoon, a bottle, a funnel, a cup and toy cake 
moulds. 

29. Have him make different colored lanterns as de- 
scribed in Christmas lesson. 

30. Have him put butterfly sewing card on reverse 

146 



KINDERGARTEN AT HOME 

side of a red square. Make dots with a pencil where 
the holes are, connect dots with lines and cut out. 

31. Have him make a blue butterfly, as above. 

32. Have him make a white butterfly as above. Tie 
different lengths of thread to each butterfly, join the 
thread to a longer one and fly the butterfly by running 
with the string. 

33. Have him cut out a doll's skirt, waist and under- 
wear. String a line across chair arms and hang clothes 
up to dry, using a bit of card slit % inch up for a 
clothes pin. 

34. Have him make a fan by tacking to a stick the 
mount on which he has pasted designs in parquetry. 

35. Have liim stick pins in pincushion to make de- 
signs similar to those with the peg board or lentils. 

36. Have him string empty spools or use them for 
building castles, bridges, forts, etc. 

37. Cut window openings in a cardboard shoe-box, 
or crescents, stars and other forms; put candle inside, 
leaving opening through cover, attach a string and let 
child draw it around in the dark at night. 

38. Have him take a strip of newspaper or other pa- 
per two or three feet long and four or five inches wide, 
and fold it end to end, and repeat till one and one-half 
or two inches wide, then cut as shown below to make a 
rov/ of paper dolls when opened out. Be careful to 
have him cut only the dotted lines or the dolls will fall 

147 



KINDERGARTEN AT HOME 




apart. A shorter strip is easier cut, 
but of course there will not be so many 
dolls. 

39. Have him fold the paper as 
above and cut with random forms, leav- 
ing however part of each edge uncut 
to form a connecting link. 

40. Tear out from the advertise- 
ments in magazines, pages on which 
there are pictures of objects with dis- 
tinct lines, such as hats, watches, bot- 
tles, firearms, houses, automobiles, then have the child 
place a sheet of carbon paper, dark side down, on a 
sheet of the drawing paper and the picture on top of 
both, then go over the outline firmly with a pencil, 
when the picture will be found produced on the draw- 
ing paper. This will be found an almost unending 
source of interest, and is of great value in training the 
eye and hand. 

41. Show the child how to make " Cats' Cradles." It 
is next to impossible to give written directions for these 
but, fortunately, almost everyone knows some figures at 
least. 

42. Have him fold out of newspaper or manila wrap- 
ping paper the forms described in the regular lesson 69 
et seq. 

43. Have him fold sheets of newspaper in the funda- 

148 



KINDERGARTEN AT HOME 

mental form described in lesson 95-2 and tear the edges 
in circular, zigzag and irregular designs, to form lace 
work centre pieces when opened out. Large sheets of 
colored tissue paper are easier to tear and are still more 
attractive. They may be folded still more times before 
tearing, thus adding to the lace-like effect. 



149 



APPENDIX 

Following is a list of materials needed for the course 
as outlined in the preceding pages. Those that cannot 
be readily procured at local stores may be had of any 
dealer in kindergarten supplies, among whom may be 
mentioned The Milton Bradley Company, Springfield, 
Mass.; E. Steiger & Co., 25 Park Place, N. Y.; Amer- 
ican Kindergarten Supply House, Manistee, Mich. 
The Calvert School, Inc., 1 W. Chase St., Baltimore, 
Md., puts up a special outfit of the supplies needed for 
the course. 

A pair of shoe strings. 

A gill of lentils. 
^ A skein of heavy worsted (single zephyr) of each of the colors — 
red, yellow and blue. 

A large-eyed, blunt-pointed needle. 

A pair of scissors — preferably blunt pointed and not too large. 

A soft pencil and ruler. 

A box of colored wax crayons. 

A paint box of six colors only — red, orange, yellow, blue, violet — 
and paint brush. 

Several pounds of clay from a potter's or other source. It may 
be obtained directly from the ground in most localities but should be 
free from vegetable matter and pebbles. Clay dust, oil clay or 
plasticine is still better, if obtainable. 

151 



KINDERGARTEN AT HOME 

White or manila paper — with unglazed surface suitable for draw- 
ing, coloring, paper folding and cutting. 

A scrap book. 

Paste or gum tragacanth dissolved in water. The latter has the 
decided advantage that it leaves no stain. 

A sheet of carbon paper — the kind used by typewriters. 

One-half inch wooden beads — Mrs. Hailman's red, orange, yel- 
low, green, blue, violet spheres, cubes and cylinders. 

Tablets — Seventh Gift — in wood or paper-board (cheaper) 
squares, right-angle triangles and circles, half light and half dark. 

Sticks — Eighth Gift — red, orange, yellow, green, blue, violet, 2 
and 3 inches long. 

1% inch steel rings, halves and quarters — Ninth Gift. 

Small peg board — with 200 colored pegs of a size that may be 
inserted in the holes of the wooden beads, mentioned above, and in 
six colors. 

Parquetry paper (gummed). Seventh gift shapes and six col- 
ors. 

Mounting sheets, stiff white or gray cardboard, about 8x10 inches, 
ruled in inch squares. 

Gray sewing cards, forms — circle, apple, cat, spectacles, lemon, 
pear, cherries, cup, watering pot, horseshoe, tulip, butterfly, etc. 

12 mats, for weaving, neutral gray, with slits I/3 inch wide and 
"fringes" of each of the colors — red, orange, yellow, green, blue, 
violet. 

Patent weaving needle. 

Red, yellow and blue colored paper for paper cutting and folding. 



152 



FEB 10 19t< 



One copy del. to Cat. Div. 



